Abstract

 
 
 The Universidad Nacional in Costa Rica is making significant efforts to improve the professional performance of graduates in order to respond to society and industry needs. In particular, the School of Informatics has been exploring the opportunities to implement, through the use of a pedagogy oriented to problems and projects, a curricular integration between diverse areas of knowledge in the curriculum.
 From this perspective and with the aim of integrating the areas of programming, databases and systems engineering, an initial exploratory study was carried out with faculty members and a group of students from the fourth level of the curriculum. The findings show several limitations, such as mismatches between the course contents, lack of faculty commitment to collaborative work and student resistance. They also show the need of establishing strategies to create, from the early years of the curriculum, the necessary conditions to promote a positive attitude towards curricular integration processes and therefore overcome, at least partially, the identified limitations.
 
 
Highlights
Curriculum integration is an approach to teaching and learning that intentionally brings together knowledge, perspectives, and skills from diverse disciplines to develop a more powerful understanding of central ideas [1]
This paper presents an exploratory experience about curriculum integration on three related subject areas: Programming, Databases and System Engineering
It is important to understand that curriculum integration allows building meaningful and relevant knowledge to meet current society demands [5] [6]
Summary
Curriculum integration is an approach to teaching and learning that intentionally brings together knowledge, perspectives, and skills from diverse disciplines to develop a more powerful understanding of central ideas [1]. It occurs when components of the curriculum are connected and related in meaningful ways for both, students and faculty. Advocates of the curriculum integration argue that the best way to teach and learn is comprehensive and nonfragmented. Establishing links between knowledge from different disciplines or subjects give students a wider range of experiences, create a less fragmented learning approach, and create better connections to the real world. Often to solve problems in any contexts, whether government, industry, or medicine, it is necessary to have a group of people from different fields who work together in a viable solution
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