Abstract
The development of research abilities is a necessary competency for students of Engineering and Science. Regardless of the engineering field of interest, the development of global competencies influences their professional performance. In the present work, we describe the impact, from the students' perception, of the early approach in research activities that involves critical thinking, innovation, problem-solving, self-direction, leading, and written communication abilities. To introduce the students to Research-Based Learning (RBL), we asked them to develop a solution to a problem presented in a first-semester science class in a university focused on developing technical and transversal competencies. This work proposes a teaching methodology based on RBL, which includes the appropriate use of search tools, data analysis, and writing skills, taking advantage of the institution's resources. Simultaneously, we looked for an effective research methodology to build a solid theoretical framework relevant to their experimental results. Moreover, we aimed to link the theoretical course contents to the student's engineering field through RBL activities. The sample under study had 98 students taking an experimental physics and statistical analysis course; 49 in an experimental group (class) were guided using RBL, and the other students were in the control group. The evaluation of the learning outcomes was carried out comparing the pre-and-post surveys, using a 5-point Likert scale (ranging from strongly disagree to strongly agree). The statistical analysis of the experimental guided group results showed an increase in critical thinking, innovation, problem-solving, and self-direction compared to the control group students. However, the leadership competency did not show any improvement in both groups. We concluded that implementing the RBL methodology for students in the early stages of engineering education promoted and reinforced the development of technical and transversal competencies
Highlights
Research-based learning (RBL) has become a primary educational methodology to develop professional competencies in higher education
The Research-Based Learning (RBL) technique is usually implemented during the last year of undergraduate study or postgraduate [8]; an earlier introduction to RBL can significantly impact the development of skills for the students' chosen occupational fields
We propose a simple teaching methodology based on research activities applied in a second-semester higher education course called "Experimental Physics and Statistical Thinking" in the School of Engineering and Sciences (SES) at Tecnologico de Monterrey
Summary
Research-based learning (RBL) has become a primary educational methodology to develop professional competencies in higher education. Singh et al [6] have shown that the use of RBL by engineering undergraduates develops and enhances problem-solving, domain knowledge, language and communication, information and communication technology (ICTs), general learning, academic knowledge, attitude, and ethical skills. Through RBL strategy, MayoloDeloisa et al [7] demonstrated that students taking theoretical and laboratory courses in Enzymology and Biocatalysis could generate experimental data and develop competencies to acquire knowledge, attain outstanding commitment, and improve research skills. We propose a simple teaching methodology based on research activities applied in a second-semester higher education course called "Experimental Physics and Statistical Thinking" in the School of Engineering and Sciences (SES) at Tecnologico de Monterrey. The results showed that the students perceived that the activities helped them increase their technical and transversal competencies
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