Functionality of research competencies in the application of the Integrating Knowledge Project with undergraduate students
The Integrating Knowledge Project (PIS) with research competencies and the development of collaborative learning of students is presented as a requirement to overcome the current problem; they no longer wish to continue listening to the lectures of their teachers, but to actively participate in the...
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| Format: | article |
| Idioma: | spa |
| Publicat: |
2023
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| Accés en línia: | https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/4517 |
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Afegir etiqueta | Sumari: | The Integrating Knowledge Project (PIS) with research competencies and the development of collaborative learning of students is presented as a requirement to overcome the current problem; they no longer wish to continue listening to the lectures of their teachers, but to actively participate in the construction of their learning. In this way, the problem is important, since it is necessary to achieve a change in the methodology developed by their teachers, which for a long time was based only on their participation so that their students would listen, take notes and learn by heart in order to take an oral or written test. Several attempts at improvement have been made in the different faculties of the Central University of Ecuador, the development of workshops has been introduced with the use of learning guides, which has only been applied in the execution of these academic events. However, for the development of theory, the traditional methodology continues. The incorporation of the PIS is analyzed as a deeper solution and as an innovative learning strategy that changes the role of teachers and students. The former will have to assume the formation of research competencies in their students, and the latter will have to develop collaborative learning. The main results obtained are a better interaction between teachers and students, leading to a change in the methodology used. The limitations that were presented were that the teachers, with more time of experience, are resistant to innovative changes; and the students, the most pessimistic, did not wish to take on new challenges and commitments. |
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