Programación + Física: estrategia motivadora de aprendizaje en ingeniería de sistemas
DOI:
https://doi.org/10.26507/rei.v17n33.1198Keywords:
Aprendizaje, Física, Ingeniería, Programación de computadores, Siglo XXIAbstract
Abstract-- One of the challenges for basic science teachers is to give meaning to the knowledge they share with engineering students. For their part, teaching engineers also have a challenge when it comes to teaching programming, as well as the benefits that this area brings from the perspective of the appropriation of computational thinking. This article presents the results of an investigation carried out with two courses in parallel, one of them with a traditional treatment where basic science subjects and programming subjects each go their own path of knowledge and another with which they have sought the meaning of basic science in programming and vice versa. The results have been surprising for both areas and have allowed us to notice that if the teachers of both areas are properly trained, the great beneficiary will be the student who, in addition to achieving the individual objectives of each area, will be able to appropriate the meaning and significance they have in their process training as engineers. The study concludes that it is necessary for basic science teachers and programming teaching engineers to mutually articulate so that their subjects are complementary, melding them thematically and making available to students a fusion that is superior to its parts.
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