Tres pilares para el aprendizaje significativo. Experiencia multidisciplinar en la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Granada

  1. Méndez Serrano, Jose Antonio 1
  2. Comino Mateos, Lucía 2
  3. García Rodríguez, Francisca 2
  4. Gómez Cobos, Emilio 3
  1. 1 Departamento de Expresión Gráfica Arquitectónica y en la Ingeniería (Universidad de Granada)
  2. 2 Departamento de Mecánica de Estructuras e Ingeniería Hidráulica (Universidad de Granada)
  3. 3 Departamento de Construcciones Arquitectónicas (Universidad de Granada)
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Journal:
Advances in Building Education

ISSN: 2530-7940

Year of publication: 2018

Volume: 2

Issue: 3

Pages: 65-79

Type: Article

DOI: 10.20868/ABE.2018.3.3833 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Advances in Building Education

Abstract

Learning is experience, all else is information. (Albert Einstein). In our schools, do we inform or create experiences? How did the great inventions and the theories that we use in our day to day life come to light? What are the differences and similarities between the inventors and our students? Does The teaching that I carry out in the classroom inspires my students to be passionate about what they are doing, motivated by what they will discover and the utility that it will have for them, in their personal and professional environment and, for society? This article describes the experience and results of the Teaching Innovation Project developed at the School of Building Engineering at the University of Granada. The methodological processes applied to improve teaching, academic results and personal growth of each participant. It has been based on three key initiatives: a) Coordinated teaching based on projects among the five subjects of the semester. Schedules are adjusted and a single architectural model is used as a practical object for all subjects, the individual assessment of the students is complemented with an oral defense before the subject teachers. b) Adaptation of classes, based on neuroeducation, to evoke curiosity, attention and memorization. c) Training workshops and individual coaching process. In The first of them, cooperative learning among equals (positive interdependence), time management, ways of being in classroom, the art of thrilling in public, decision making and conflict management are developed. In the second, a process of accompanying conducted by an accredited coach, through revealing and dynamic questions, in the style of Socratic maieutic, the student strengthens their virtues and abilities and identifies limiting beliefs, transforming them to create different results.

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