Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Computational thinking in STEM education: current state-of-the-art and future research directions(Frontiers, 2025-01-08) Rasikh, Tariq; Aponte Babines, Bertha María; Ramírez, Jesús; Icaza Longoria, Inés Álvarez; Naseer, Fawad; Todor GanchevThe knowledge society exists mainly due to advancing technology and the exponential development of professionals’ capabilities. Digital transformation and new technologies generate complex environments demanding high-level skills. This work analyzes the current state of pedagogical approaches with a special focus on project-based learning that develops computational thinking in STEM students. A Systematic Literature Review examined the current state of pedagogical approaches along with project-based learning aimed at enhancing computational thinking within the context of higher education. Results allowed us to infer that (a) computational thinking promotes sustainable development through STEM education and novel teaching practices; (b) it is a fundamental skill for the problem-solving processes that evolve with technological progress; (c) its development is a global concern, not limited to a country’s development level; and (d) its introduction at an early stage provides opportunities for the advancement of vulnerable groups. Outlining, this study conducts a Systematic Literature Review (SLR) using PRISMA 2020 guidelines to analyze pedagogical approaches including project-based learning for enhancing computational thinking in STEM higher education, identifying global research trends, common strategies, and areas for improvement, while proposing a framework to align computational thinking skills with emerging technological challenges and promote sustainable educational practices. This study presents relevant results on the construction of state-of-the-art computational thinking and education; it is valuable for curricular design underpinning disciplinary and interdisciplinary approaches.
- Mathematics Anxiety and Self-Efficacy of Mexican Engineering Students: Is There Gender Gap?(MDPI, 2022-06-07) Morán Soto, Gustavo; González Peña, Omar Israel; https://ror.org/03ayjn504Studies have reported that there is a gender disparity wherein women do not study equally to men in bachelor’s degrees in science, technology, engineering, and math (STEM) areas, although they lead the race of having a better terminal efficiency rate in higher education. This research explores engineering students’ math anxiety and math self-efficacy levels, aiming to determine if there is a gender gap for this specific population. Data were collected from 498 students using adapted items from existing surveys. These items were translated to Spanish, and validity tests were used to establish content validity and reliability. A multivariate analysis of variance (MANOVA) was used to determine possible differences between male and female math anxiety and math self-efficacy levels. Male engineering students reported higher self-efficacy and lower math anxiety levels, and this difference was shown to be significant according to the MANOVA results. Findings of this research could help engineering educators to better understand how their students feel when they are practicing and performing math-related activities and what type of strategies could be designed when aiming to ameliorate female students’ math anxiety feelings.
- Comparing Competency Assessment in Electronics Engineering Education with and without Industry Training Partner by Challenge-Based Learning Oriented to Sustainable Development Goals(MDPI, 2021-09-27) Gonzalez Peña, Omar Israel; Ávila Ortega, Alfonso; Dieck Assad, Graciano; GONZALEZ PENA, OMAR ISRAEL; 162547; Instituto Tecnológico y de Estudios Superiores de MonterreyThis study assessed the “creation of technological solutions for electronic devices” competencies evaluation when faculty–industry liaison is available. This experience at Tecnológico de Monterrey (TEC) was developed with challenge-based learning provided by the automotive electronics industry addressing subjects oriented toward some objectives of the Sustainable Development Goals (SDGs). The Electronics Engineering faculty and project engineers from automotive electronics and instrumentation companies promote design competencies in college students. This study analyzed the competency performance and outcome results of students who took applied electronics courses for the undergraduate level under the “i-Semester with industrial partner” for one semester and compared results with students that took the course under the traditional program. The competence evaluation was classified into three preliminary domain levels: 1 or low-level, 2 or medium-level, and 3 or high-level. Students were exposed to the conceptual, procedural, and attitudinal contents applied to solve the challenge assigned by the industrial partner. Students with an industrial partner showed a higher engagement, and they were more motivated in learning the subject, compared to students having classes in the traditional way. This study showed that in developing the competency “create technological solutions for electronic devices”, 55 students with an industrial partner obtained higher domain levels than 61 students with the traditional course.
- Is It a Good Idea for Chemistry and Sustainability Classes to Include Industry Visits as Learning Outside the Classroom? An Initial Perspective(MDPI, 2021-01-14) Gonzalez Peña, Omar Israel; Peña Ortiz, María Olivia; Morán Soto, Gustavo; GONZALEZ PENA, OMAR ISRAEL; 162547; Instituto Tecnológico y de Estudios Superiores de MonterreyLearning outside the classroom (LOtC) activities are part of pedagogical methodologies that are currently applied in the development of student skills. The objective of this study is to determine the perceptions of faculty and undergraduate students concerning industrial visits and define the advantages and disadvantages of these activities. A survey was designed with 17 questions, from a sample of 296 students and 32 professors from various chemistry and sustainability courses. The statistical samples correspond to a population of 2275 students and 246 professors. Descriptive statistics were used to analyze and compare participant perceptions on industrial visits, as LOtC activities. Results indicated a positive perception for making industrial visits, generating more interest in the class material and helping students acquire knowledge. Despite this positive perception, it was found that professors are unlikely to organize industrial visits frequently due to the work required to plan, perform, and evaluate these activities. This issue suggests that approximately 40% of the students may lose the advantages that LOtC activities could offer. Professors must be motivated and supported by administrators to include industrial visits in their courses as a teaching strategy to provide a beneficial experience to the majority of students enrolled in chemistry and sustainability undergraduate programs.
- FabLabs in vulnerable communities: STEM education opportunities for everyone(2020-11-06) Ching-Chiang, Lay-Wah Carolina; Fernández-Cárdenas, Juan Manuel; Santamaría-Cid-de-León, David; Díaz-de-León-Lastras, Alejandra; González-Nieto, Noé Abraham; Reynaga Peña, Cristina G.FabLabs (Fabrication Laboratories), also referred to as makerspaces or hackerspaces, are open spaces for collaborative creation and horizontal cooperation, supporting the development of technological skills of its users. They often serve to promote STEM knowledge and engage participants in equitable education opportunities. Drawing from a participatory design methodology and a qualitative research perspective in a collaborative process between universities in Mexico and in the United Kingdom, this paper focuses on the setup of a FabLab in La Campana district in Monterrey, Mexico, an area characterized by its vulnerability and marginalization. Envisioned to serve as both, a STEM learning place and a fabrication workshop for the surrounding community, the FabLab Campana has provided a platform for the democratization of educational practices through the inclusion of participants from different settings, countries and ages, collaborating in the achievement of common goals, while stimulating creative thinking, and strengthening the bonding with participants and their needs. The FabLab counts with a carefully designed program of activities to promote STEM knowledge, an interactive design approach and context, and the development of skills based on dialogic learning. Evidence collected from observations and interviews supports the conception that the STEM learning practices carried out at the FabLab are a rewarding and meaningful experience for all involved, which also help to accelerate the adoption of technological tools in the surrounding community.
- FabLabs in vulnerable communities: STEM education opportunities for everyone(Springer, 2020-11-06) González Nieto, Noé Abraham; Ching-Chiang, Lay-Wah Carolina; Fernández Cárdenas, Juan Manuel; Reynaga Peña, Cristina G.; Santamaría Cid de León, David; Díaz de León Lastras, Alejandra; Cortés Capetillo, Azael JesúsFabLabs (Fabrication Laboratories), also referred to as makerspaces or hackerspaces, are open spaces for collaborative creation and horizontal cooperation, supporting the development of technological skills of its users. They often serve to promote STEM knowledge and engage participants in equitable education opportunities. Drawing from a participatory design methodology and a qualitative research perspective in a collaborative process between universities in Mexico and in the United Kingdom, this paper focuses on the setup of a FabLab in La Campana district in Monterrey, Mexico, an area characterized by its vulnerability and marginalization. Envisioned to serve as both, a STEM learning place and a fabrication workshop for the surrounding community,the FabLab Campana has provided a platform for the democratization of educational practices through the inclusion of participants from different settings, countries and ages, collaborating in the achievement of common goals, while stimulating creative thinking, and strengthening the bonding with participants and their needs. The FabLab counts with a carefully designed program of activities to promote STEM knowledge, an interactive design approachand context, and the development of skills based on dialogic learning. Evidence collected from observations and interviews supports the conception that the STEM learning practices carried out at the FabLab are a rewarding and meaningful experience for all involved, which also help to accelerate the adoption of technological tools in the surrounding community.