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Aprendizaje de la hidráulica en estudiantes de ingeniería mediante una interacción argumentativa |
| Published in: | Engineering for a Smarter Planet: Innovation, ITC, and Computational Tools for Sustainable Development: Proceedings of the 9th Latin American and Caribbean Conference for Engineering and Technology |  |
| Date of Conference: | August 3-5, 2011 |
| Location of Conference: | Medellin, Colombia |
| Authors: | Juan Fernando Barros Martínez
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| Refereed Paper: | #87 |
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Abstract |
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This article describes the experience with groups of engineering students, in which they construct hydraulics
knowledge based on the analysis of paradoxical situations that are presented to them with cases situated in a
historical situation. The intervention shows how creating a classroom environment appropriate to the development
of argumentation, each student learns from her or his prior knowledge and by a dialogical interaction with the
teacher and the other classmates. Argumentation is thus presented as an alternative for the construction of science
knowledge. The willingness of students and teacher are key in this process and in particular that both parties
assume their respective roll, students as producers of knowledge and the teacher as a promoter, guide and
counselor.
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