Publication: Innovando en 4º de Ingeniería Química:
una receta a la Boloñesa
Authors
García Sastre, Sara ; Villagrá Sobrino, Sara L. ; Jorrín Abellán, Iván M.
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este artículo presenta el estudio de caso de un proyecto piloto
de innovación docente en 4º de Ingeniería Química que se
realizó durante los cursos académicos 2005/06, 2006/07 y
2007/08 en la Universidad de Valladolid. Con el objetivo de
adaptar el título de Ingeniero Químico a las exigencias del
nuevo Espacio de Educación Superior (EEES), el profesorado de
4º curso de Ingeniería Química, realizó una serie de acciones
encaminadas a mejorar sus prácticas docentes, a través de la
puesta en práctica de una nueva metodología basada en
proyectos y en un estudio de caso práctico de industria como
base de trabajo común para todas las asignaturas que se
encontraban en el primer cuatrimestre.
In this article we analyze a case study conducted within a pilot innovation experience in an undergraduate course on Chemical Engineering. The study was developed during three years, 2005/06, 2006/07 y 2007/08, at the University of Valladolid (Spain). The main goal of this work is to show evidence to better understand the methodological changes promoted by the aforementioned pilot experience, as well as to reflect on whether or not this sort of innovations help to reach EHEA thorny demands. The methodological innovation carried out in the course was based on active learning methods, such as Project-based Learning, and the study of real cases from multiple perspectives and subjects.
In this article we analyze a case study conducted within a pilot innovation experience in an undergraduate course on Chemical Engineering. The study was developed during three years, 2005/06, 2006/07 y 2007/08, at the University of Valladolid (Spain). The main goal of this work is to show evidence to better understand the methodological changes promoted by the aforementioned pilot experience, as well as to reflect on whether or not this sort of innovations help to reach EHEA thorny demands. The methodological innovation carried out in the course was based on active learning methods, such as Project-based Learning, and the study of real cases from multiple perspectives and subjects.
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Citation
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