Possibilities offered by progression modeling as an active learning strategy in basic engineering courses
DOI:
https://doi.org/10.26507/paper.4413Keywords:
Active learning, Physical-mathematical representation, Pedagogical strategy, Educational engineering, Progression modeling, Conceptual understandingAbstract
Models become dynamic tools that reveal the underlying complexity of phenomena by allowing the description, explanation, and prediction of an object's behavior through physical-mathematical and/or graphical representation. Ignoring this strategy can limit the true understanding of phenomena, since the opportunity for appropriation and conceptual significance of knowledge is lost in contrast to the traditional arbitrary construction of conceptual relationships and short-term memorization. The problem investigated is in science education and is based on Henri Poincaré and D. Ausubel's learning theories, which emphasize the importance of attributing meaning to symbols and representations beyond mere memorization and their application to the field of engineering. By conceiving progression modeling as a gradual and creative activity that ranges from simple representations to sophisticated models, this article proposes a teaching strategy through progression modeling that can overcome the traditional fragmentation of knowledge, thus transforming science education from a passive process of absorption to an active journey of discovery and construction. The methodological design is qualitative and involves instrumental and multiple case studies. To validate the teaching strategy, two interventions were conducted in the media course of the electronic engineering program at the Colombian Julio Garavito School of Engineering during the 2024-2024 semesters. The purpose was to promote the development of students' cognitive and metacognitive skills, such as analysis, synthesis, conceptualization, information representation, systemic and critical thinking, self-regulation of learning, and academic independence. The data collection instrument was participant observation, through which students' verbalizations and actions (how they acted) were compared in the work groups, to investigate and interpret changes in the cognitive and metacognitive dimensions. The results obtained highlighted the importance of considering progression modeling in engineering education, which favors a multiplicity of perspectives for constructive interaction and cooperation in a true reciprocity of exchange for integration and synthesis when identifying the transmission medium hidden in a black box. It also rescues the self-regulatory function of learning processes – which directs, controls efforts and manages persistence to face the difficulty in solving the problem – and academic autonomy with responsibility – which makes the empowerment of subjects possible – for the metacognitive development of the students themselves.
Author Biography
Hernán Paz Penagos, Universidad Escuela Colombiana de Ingeniería Julio Garavito
Ingeniería Electrónica
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