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Project-based learning and use of the CDIO Syllabus for geology course assessment

This study provides an overview of the development of hard and soft skills from project-based curriculum planning, and suggests ways to evaluate them in the context of engineering education and their importance in the training of future engineers. The research described here is descriptive and analy...

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Autor Principal: Tejedor De León, Alexis
Formato: Artículo
Idioma: Inglés
Inglés
Publicado: 2018
Materias:
CDIO Syllabus
project-based learning
skills
engineering students
Acceso en línea: http://ridda2.utp.ac.pa/handle/123456789/4463
http://ridda2.utp.ac.pa/handle/123456789/4463
id RepoUTP4463
recordtype dspace
spelling RepoUTP44632021-07-06T15:35:14Z Project-based learning and use of the CDIO Syllabus for geology course assessment Tejedor De León, Alexis CDIO Syllabus project-based learning skills engineering students CDIO Syllabus project-based learning skills engineering students This study provides an overview of the development of hard and soft skills from project-based curriculum planning, and suggests ways to evaluate them in the context of engineering education and their importance in the training of future engineers. The research described here is descriptive and analytical, involving a detailed study to determine the skills generated by the end of the semester. Data collection was performed by applying a questionnaire of closed assertions with five levels of response, consisting of 24 items based on the proficiencies established in the CDIO Syllabus to geology course students. From the results obtained, it seems that students have high expectations in relation to the competencies generated, and it became evident that students have a good level of intellectual capital, but they have poor non-technical skills. The main student perceptions regarding the impact of the course were associated with the ability to obtain a positive outcome the end of the course, and the need to gain the theoretical background knowledge of a basic science course as the common core in engineering. This study provides an overview of the development of hard and soft skills from project-based curriculum planning, and suggests ways to evaluate them in the context of engineering education and their importance in the training of future engineers. The research described here is descriptive and analytical, involving a detailed study to determine the skills generated by the end of the semester. Data collection was performed by applying a questionnaire of closed assertions with five levels of response, consisting of 24 items based on the proficiencies established in the CDIO Syllabus to geology course students. From the results obtained, it seems that students have high expectations in relation to the competencies generated, and it became evident that students have a good level of intellectual capital, but they have poor non-technical skills. The main student perceptions regarding the impact of the course were associated with the ability to obtain a positive outcome the end of the course, and the need to gain the theoretical background knowledge of a basic science course as the common core in engineering. 2018-04-06T19:57:35Z 2018-04-06T19:57:35Z 2018-04-06T19:57:35Z 2018-04-06T19:57:35Z 2014-07-06 2014-07-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://ridda2.utp.ac.pa/handle/123456789/4463 http://ridda2.utp.ac.pa/handle/123456789/4463 eng eng https://creativecommons.org/licenses/by-nc-sa/4.0/ info:eu-repo/semantics/openAccess application/pdf
institution Universidad Tecnológica de Panamá
collection Repositorio UTP – Ridda2
language Inglés
Inglés
topic CDIO Syllabus
project-based learning
skills
engineering students
CDIO Syllabus
project-based learning
skills
engineering students
spellingShingle CDIO Syllabus
project-based learning
skills
engineering students
CDIO Syllabus
project-based learning
skills
engineering students
Tejedor De León, Alexis
Project-based learning and use of the CDIO Syllabus for geology course assessment
description This study provides an overview of the development of hard and soft skills from project-based curriculum planning, and suggests ways to evaluate them in the context of engineering education and their importance in the training of future engineers. The research described here is descriptive and analytical, involving a detailed study to determine the skills generated by the end of the semester. Data collection was performed by applying a questionnaire of closed assertions with five levels of response, consisting of 24 items based on the proficiencies established in the CDIO Syllabus to geology course students. From the results obtained, it seems that students have high expectations in relation to the competencies generated, and it became evident that students have a good level of intellectual capital, but they have poor non-technical skills. The main student perceptions regarding the impact of the course were associated with the ability to obtain a positive outcome the end of the course, and the need to gain the theoretical background knowledge of a basic science course as the common core in engineering.
format Artículo
author Tejedor De León, Alexis
author_sort Tejedor De León, Alexis
title Project-based learning and use of the CDIO Syllabus for geology course assessment
title_short Project-based learning and use of the CDIO Syllabus for geology course assessment
title_full Project-based learning and use of the CDIO Syllabus for geology course assessment
title_fullStr Project-based learning and use of the CDIO Syllabus for geology course assessment
title_full_unstemmed Project-based learning and use of the CDIO Syllabus for geology course assessment
title_sort project-based learning and use of the cdio syllabus for geology course assessment
publishDate 2018
url http://ridda2.utp.ac.pa/handle/123456789/4463
http://ridda2.utp.ac.pa/handle/123456789/4463
_version_ 1796210029070647296
score 12.043282

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