Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
Browse
Search Results
- Engagement and social impact in tech-based citizen science initiatives for achieving the SDGs: A systematic literature review with a perspective on complex thinking(Sustainability Editorial Office, 2022-09-02) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; González Peña, Omar Israel; Terashima Marín, Hugo; Ortiz Bayliss, José Carlos; Institute for the Future of Education, Tecnologico de Monterrey; School of Architecture, Art and Design, Tecnologico de MonterreyRecent years have witnessed significant achievements and technological advances in Citizen Science (CS) projects; nevertheless, significant global challenges are present. Proof of this is the joint efforts of international organisations to achieve the 2030 SDG agenda in a complex environment. Thus, UNESCO has recognised CS among the initiatives that could bridge the Science, Technology, and Innovation gap as a substantial resource given its power to bring the general public closer. Although tech-based CS projects keep rising, there is limited knowledge about which type of projects might allow participants to develop higher-complex thinking skills. To this end, this study describes a Systematic Literature Review (SLR) and analysis of 49 CS projects over the last 5 years concerning the technology utilised, the level of citizen involvement, and the intended social impact. The results of the analysis evidenced a) broad implementation in Europe on issues of the built environment, disaster risk, and environmental and animal monitoring; b) prevalence of helix configurations other than the Triple, Quadruple, and Quintuple Helix innovation models; c) a focus on technological developments to improve living conditions in the city; d) an opportunity to develop applied native technologies; e) limited development of participants’ complex thinking, constrained to low levels of involvement; and f) an opportunity to develop native technologies and promote a higher level of citizen participation, leading to more significant impact whilst developing complex thinking.
- 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.