Una experiencia de aplicación de mapas conceptuales en la enseñanza de química física

En este trabajo se ha analizado de qué manera los alumnos de tercer curso de la ETSIM (UPM) elaboran mapas conceptuales en la enseñanza de la asignatura de Química Física. Antes de impartir el tema sobre corrosión los investigadores evaluaron los conocimientos previos de los estudiantes y los iniciaron en la construcción de los mapas conceptuales. Al final del curso los alumnos elaboraron un mapa conceptual. Los resultados obtenidos evidenciaron que la estrategia utilizada para iniciar a los alumnos en la construcción de mapas conceptuales fue eficiente, permitiéndoles aprender a trabajar con esta herramienta

Explosion risk in coke, coal and sulphur storage

The self-ignition of all kind of powdery substances is a topic studied over the years, especially if the dusty substance is coal or substances related with coal because it may be a cause of energetic materials and human losses. But it is important to note that this is not the only risk in industrial plants that generate or store solid substances. Every combustible powders are potentially explosive and they may cause serious consequences if all the necessary factors are developed. Due to this potentially risk, it is essential a good characterization and knowledge of all the parameters involved in those processes

Applying concept mapping strategies to improve students’ lifelong learning in physical chemistry

Este artículo ofrece una reflexión sobre el papel de los mapas conceptuales en el actual escenario de la educación In the present paper, we carry out the application of concept mapping strategies to learning Physical Chemistry, in particular, of all aspect of Corrosion. This strategy is an alternative method to supplement examinations: it can show the teacher how much the students knew and how much they didn´t know; and the students can evaluate their own learning. Before giving tile matter on Corrosion, the teachers evaluated the previous knowledge of the students in the field and explained to the students how create the conceptual maps with Cmap tools. When the subject is finished, teachers are assessed the conceptual maps developed by students and therefore also the level of the students learning. Teachers verified that the concept mapping is quite suitable for complicated theorics as Corrosion and it is an appropriate tool for the consolidation of educational experiences and for improvement affective lifelong learning. By using this method we demonstrated that the set of concepts accumulated in the cognitive structure of every student in unique and every student has therefore arranged the concepts from top to bottom in the mapping field in different ways with different linking" phrases, although these are involved in the same learning task

Proyecto MINENERGYDESIGN: modelo de aplicación de la metodología Design Thinking en el aprendizaje en la gestión de proyectos de ingeniería = MINENERGYDESIGN project: Application model of the Design Thinking methodology in learning in the management of engineering projects

La gestión de proyectos en ingeniería se está transformando hacia un proceso dinámico y ágil, donde la interacción e iteración continua con el cliente/usuario es una realidad. Para el éxito del proyecto, y la resolución del problema de ingeniería, se deben considerar nuevas herramientas de aprendizaje, donde el alumno debe trabajar entre otras competencias, la creatividad (aplicada a la resolución de problemas), el trabajo en equipo, la comunicación y el liderazgo. El objetivo de este trabajo es mostrar cómo la metodología Design Thinking incrementa el aprendizaje en el área de gestión de proyectos proponiendo una sencilla iteración en tres etapas hasta alcanzar un prototipo funcional. De esta forma, el al umnado adquiere de una forma práctica las competencias demandadas por el entorno profesional, permitiendo tener una primera aproximación y experiencia en aula sobre la gestión de proyectos. ----------ABSTRACT---------- Project Management in engineering fields is being transformed towards an agile management, where the interaction with the client / user and iteration is a constant. For the success of the project, and the resolution of the engineering problem, new learning tools must be considered, where the student must work, among others, creativity competences (applied to problem solving), teamwork, communication and leadership. This paper shows how the Design Thinking methodology increases learning in the area of project management, in this case, proposing a simple iteration in three stages, until reaching a functional prototype. The students in this way acquire in a practical way the competences demanded by the professional environment, allowing to have a first approximation and classroom experience on the management of projects