Estilos cognitivos y formación de pregrado. Modelo para la determinación de brechas de aprendizaje y capacitación docente en la formación de ingeniería de ejecución

Resumen

The topic of this study is the involution of skills associated with the logical analysis and critical judgment, to level of complex thought to expire with the requirements of the profile of the engineers' formation of execution in Management of the Quality, by means of the incorporation of the cognitive styles in the profile raising of entry and expenditure. It with the intention of developing an offer of educational intervention that allows to mobilize the skills of the academic profile. The identification of the skills of mobilization of the profile, it appears across the determination of gaps of learning, present so much in the moment in the students they begin the stage of general studies as also in the development of his specific studies in the area of this engineering. Thinking that for it it is necessary that they have consolidated in his cognitive structure the studies in basic sciences (Hernández, 1993) and that these should allow them to apply mental processes of major complexity. In the light of the previous thing, this study has his origin in the analysis of the level of achievement of the students of the cohort 2010 when presents his works of qualifications, who was not representing an effective development of the profile. What it led to investigating in the educational methodology and in the behavior that the remaining cohorts were having until 2013. Behavior that realized of a scanty development of the cognitive structures for the reflection. In view of the previous thing, there developed a qualitative investigation structured in phases, between which they emphasize theoretical one that served to raise the pedagogic foundations and to generate constructos recounted to integrated profiles of complex skills and cognitive styles. Two practical phases, the first one, of application of diagnoses of cognitive styles and raising of integrated profiles; and the second one to establish a model of determination of gaps of learning who allows to reach in the process of education and learning. And one of intervention in the one that appears a concrete offer of innovation.