Estrategias novedosas para la formación de competencias de resolución de problemas en los estudiantes de ingeniería civil: revisión narrativa 2020-2024
DOI:
https://doi.org/10.67461/scientific.v1n2.28Palabras clave:
educación en ingeniería, métodos de enseñanza, currículos, trabajo en equipo, gestión de proyectosResumen
El objetivo de la presente revisión narrativa es realizar una síntesis de evidencias sobre estrategias didácticas activas para la mejora en la resolución de problemas en estudiantes de ingeniería civil a nivel pregrado, observando los posibles moderadores contextuales. Se realizó una búsqueda en bases de datos como ERIC, ASCE Library, Scopus y Web of Science con términos "problem-solving skills" AND "civil engineering education" AND ("project-based learning" OR "flipped classroom" OR "gamification" OR "design thinking" OR "augmented reality"), seleccionando un total de 28 estudios empíricos o revisiones con evaluación por pares en los idiomas español o inglés y excluyendo documentos de opinión, tesis no arbitradas y documentos fuera del periodo establecido o que no fijaran interés en el ámbito considerado. Por último, los hallazgos cuantificables muestran que: (1) el aprendizaje basado en proyectos potencia un rendimiento académico positivo y un pensamiento creativo sobre todo para disciplinas técnicas; (2) el aula invertida potencia un 7.9% más la proporción de estudiantes que informan de haber obtenido notas satisfactorias en cursos, como el análisis estructural; (3) grupos de 4-5 estudiantes y una duración de 9-18 semanas propician el uso de la interacción y la autonomía en el aprendizaje. Combinar estas estrategias, acompañando una evaluación objetiva de este tipo de aprendizajes y la formación del profesorado del ámbito de la ingeniería, puede hacer que la educación se adapte a las demandas profesionales del contexto, pero depende del acceso a entornos TIC (Tecnologías de la Información y la Comunicación) y la cultura institucional.
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Derechos de autor 2026 Gabriel Montúfar (Autor/a)
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