Teaching-learning model for the science of electronics

  1. Juan Hinojosa 1
  2. Félix Lorenzo Martínez-Viviente 1
  3. Vicente Garcerán-Hernández 1
  4. Ramón Ruiz-Merino 1
  1. 1 Universidad Politécnica de Cartagena (Spain)
Aldizkaria:
JOTSE

ISSN: 2013-6374

Argitalpen urtea: 2020

Alea: 10

Zenbakia: 1

Orrialdeak: 87-100

Mota: Artikulua

DOI: 10.3926/JOTSE.604 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: JOTSE

Laburpena

We present a method for the teaching of Electronics, defined as the scientific discipline that studies the movement and behavior of electrons in semiconductor materials and in vacuum. Electronics can be considered as a science with a solid physical foundation. Within the field of Electronics there are different disciplines, some of them can be considered as pure science, and some others are more oriented to applications. Our methodology has been applied to the wide range of courses that develop the different approaches to Electronics, from the physics of semiconductors or the physics of microelectronic devices, generally taught at physics faculties, to microelectronic fabrication technology or microelectronic design, subjects that typically have a more application oriented character. To ensure an effective learning of these subjects, a teaching-learning model has been established. This model involves the criteria for developing the programs and defining objectives, as well as the development of a series of activities in which the methods, techniques, forms of presentation and didactic resources most useful to achieve the proposed objectives will be used, and an evaluation system that assesses the effectiveness of the educational process and detects its anomalies.

Erreferentzia bibliografikoak

  • Álvarez-Pérez, P.R. (2013). La función tutorial del profesorado universitario: una nueva competencia de la labor docente en el contexto del EEES. Revista Portuguesa de Pedagogía, 47(2), 85-106. https://doi.org/10.14195/1647-8614_47-2_5
  • Apperson, J.M., Laws, E.L., & Scepansky, J.A. (2008). An assessment of student preferences for powerpoint presentation structure in undergraduate courses. Computer & Education, 50(1), 148-153. https://doi.org/10.1016/j.compedu.2006.04.003
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Washington, USA: International Society for technology in Education.
  • Bloom, B.S., Hastings, J.T., & Madaus, G.F. (1975). Evaluación del aprendizaje. Buenos Aires, Argentina: Troquel.
  • Cobo-Ortega, A. (2015). Análisis sobre las implicaciones de la nueva estructura de las titulaciones oficiales: el esquema “3+2”. Revista Universidad, Ética y Derechos. https://doi.org/10.25267/Rueda.2015.10
  • Díaz-Álvarez, A, & Pons-Fanals, E. (2011). La adaptación del sistema universitario español a las nuevas demandas sociales: desde los objetivos a las reformas. Revista d’Innovació Docent Universitària, 3, 86-98. https://doi.org/10.1344/105.000001660
  • Dutson, A.J., Todd, R.H., Magleby, S.P., & Sorensen, C.D. (1997). A review of literature on teaching engineering design through project-oriented capstone courses. Journal of Engineering Education, 86(1), 17‑28. https://doi.org/10.1002/j.2168-9830.1997.tb00260.x
  • Felder, R.M., & Silverman. L.K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
  • García-Sanpedro, M.J. (2012). Feedback and feedforward: Focal points for improving academic performance. Journal of Technology and Science Education, 2(2), 77-85. https://doi.org/10.3926/jotse.49
  • Gezuraga-Amundarain, M., & Malik-Liévano, B. (2015). Orientación y acción tutorial en la universidad desde el aprendizaje-servicio. Revista Española de Orientación y Psicopedagogía, 26(2), 8-25. https://doi.org/10.5944/reop.vol.26.num.2.2015.15213
  • González, S., & Triviño, M.A. (2018). Las estrategias didácticas en la práctica docente universitaria. Profesorado. Revista Currículum y Formación del Profesorado, 22(2), 371-388. https://doi.org/10.30827/profesorado.v22i2.7728
  • Gotsick, J.E., & Gotsick, P.S. (1996). Multimedia in the classroom. Behavior Research Methods, Instrument & Computers, 28(2), 291-294. https://doi.org/10.3758/BF03204784
  • Haladyna, T., & Shaughnessy, J. (1982). Attitudes toward science: a quantitative synthesis. Science Education, 66(4), 547-563. https://doi.org/10.1002/sce.3730660406
  • Herrero, L.C., Pardo, F., Fernando, M.L., & González, M.L. (2011). Reflections and conclusions on the work developed by the group of teaching innovation in Electronics at the University of Valladolid. Journal of Technology and Science Education, 1(2), 3-15. https://doi.org/10.3926/jotse.2011.21
  • Klopfer, L.E. (1976). A structure for the affective domain in relation to science education. Science Education, 60(3), 299-312. https://doi.org/10.1002/sce.3730600304
  • Lodico, M.G., Spaulding, D.T., & Voegtle, K.H. (2006). Methods in educational research from theory to practice. San Francisco, USA: Wiley.
  • Norman, G. (2010). Likert scales, levels of measurement and the ‘‘laws’’ of statistics. Advances in Health Sciences Education, 15(5), 625-632. https://doi.org/10.1007/s10459-010-9222-y
  • Nunes de Oliveira, J.M. (2011). Nine years of Project-based learning in engineering. Revista de Docencia Universitaria, 9(1), 45-55. https://doi.org/10.4995/redu.2011.6179
  • Patil, S.A., & Prasad, S.R (2016). Innovative methods of teaching and learning electronics engineering. Journal of Engineering Education Transformations, Special Issue. https://doi.org/10.16920/jeet/2016/v0i0/85656
  • Rodríguez-García, A.M., Hinojosa-Lucena, M.A., & Ágreda-Montoro, M. (2017) Análisis del uso de vídeo‑tutoriales como herramienta de inclusión educativa. Publicaciones, 47, 13-35.
  • Vidal-Prado, C. (2012). El espacio europeo de educación superior y su implantación en las universidades españolas. Revista Catalana de dret públic, 44, 253-283.
  • Villardón-Gallego, L. (2006). Evaluación del aprendizaje para promover el desarrollo de competencias. Educatio Siglo XXI, 23, 57-76.
  • Walvoord, B.E., & Anderson, V.J (2010). Effective grading: a tool for learning and assessment in college. San Francisco, USA: Wiley.