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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Survival Engineering and the Game of Knowledge: A Ludics form to Teaching and Learning in Engineering
Alexis Tejedor De León
(Centro Regional de Veraguas, Universidad Tecnológica de Panamá)
Abstract: Within the engineering pedagogy, it must be remembered that students learn in many different ways: seeing, hearing, thinking, acting, drawing analogies and building mathematical models in the area of science and technology, than means that student participates actively; appropriates it and makes the experience a meaningful learning; transforming the process of teaching and learning in a dynamic of interaction between student-teacher and/or student-student, both in and outside the classrooms. This study provides an overview of the development of hard and soft skills from the project-based curriculum planning, in the context of engineering education; based on a ludic and motivational approach to teaching Geology in students of III year of civil engineering career named Student Contest of Survival Engineering (SCSE). The purpose of this active methodology was to encourage students both soft and hard skills, which were evaluated through practices conducted in field by theoretical and technical activities. From the results obtained, it is interpreted that students have a good expectation and felt fully motivated respected to the skills achieved. Similarly it was evident that students have good intellectual capital, however with weak non-technical skills, few of them employees and provided that the main perceptions was the regarding the impact associated with the ability to get a product at the end the course and the need to implement both theoretical background knowledge and basic science course as the common core of engineering.
Key words: soft and hark skills, teaching engineering, ludic teaching and learning
