Un caso de evaluación para un seminario de investigación

Roberto Javier Guerrero-Moreno,David Abdél Mejía Medina,Eilen Oviedo González

doi:10.37636/recit.v33134144

Roberto Javier Guerrero-Moreno, David Abdél Mejía Medina + Show 1 more

Open Access

https://doi.org/10.37636/recit.v33134144

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Abstract

El seminario de investigación es un elemento básico en muchas escuelas de educación superior y normalmente sirve como enlace entre el trabajo de los investigadores y el cuerpo estudiantil. Sin embargo, más que una actividad de divulgación, creemos que es un excelente medio de motivación, y rara vez se hace un esfuerzo por cuantificar el éxito del programa en lo que se refiere a la aceptación dentro del alumnado. En el siguiente artículo presentaremos los resultados de una encuesta de 4 años en una escuela multidisciplinaria de ingeniería / diseño / arquitectura para una universidad pública estatal en México. La encuesta fue diseñada con la intención de cuantificar el éxito de la actividad en captar la atención e interés de los estudiantes.

Highlights

As our society demands professionals with engineering skills, is important to identify that the attrition rate in engineering schools is significant
The attrition rate can be attributed to diverse factors like, social [1, 8, 11, 22-23, 25, 27], economic [1, 14 23, 26], personal [1, 6-8, 11] institutional [1, 4-5, 11, 13-14, 18-19, 22-24, 26], academic [1-4, 10-11, 13-15, 18, 23, 26-28] and/or, motivational [1-2, 10-11, 19-21
It is sometimes easier for the facilitators to simplify the problem as a lethargic phase that the student will push through, and if not, his interest or abilities lie somewhere else

Summary

Introduction

As our society demands professionals with engineering skills, is important to identify that the attrition rate in engineering schools is significant Research in this area has presented analysis [1-16], evaluation tools [2-10], and methodologies to [4-6, 12-20] help to understand and mitigate this problem. Let us consider a random student, which finds some subjects appealing, and have an excellent performance in it, while disliking, or finding other courses not interesting, meaning, that he does not believe it has any real-world use for it, or find it very difficult, due to gaps in the knowledge required to understand such subjects This last one is the case for some students when dealing with mathematics and physics [2-4, 6, 17, 26, 28]. Such courses are often the reason for students falling behind and/or dropping out

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Conclusion