Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.

dc.contributor.advisorArango Zuluaga, Eliana Isabel
dc.contributor.advisorBotero Castro, Héctor Antonio
dc.contributor.authorRojas Palacio, Cinthia Viviana
dc.date.accessioned2021-08-27T15:25:59Z
dc.date.available2021-08-27T15:25:59Z
dc.date.issued2021-08
dc.descriptionilustracionesspa
dc.description.abstractEsta tesis surge de la necesidad de establecer una conexión entre metodologías educativas y los estilos de aprendizaje de los estudiantes para que logren comprender conceptos con alto nivel de abstracción como los conceptos de control. Para ello, se diseñaron estrategias didácticas orientadas a laboratorio, para cuatro conceptos de control de sistemas dinámicos, integrando metodologías educativas activas y el estilo de aprendizaje de Felder y Silverman. Los conceptos seleccionados fueron: Efecto de las acciones de control Proporcional Integral Derivativa (PID), linealización y punto de operación, efectos de la realimentación y respuesta en el tiempo. Para cada concepto se diseñó una guía de laboratorio, una rúbrica por competencias y una encuesta de percepción, las cuales fueron implementadas en el curso Control: Entrada-Salida de la Universidad Nacional de Colombia Sede Medellín, en tres periodos académicos. En cuanto a los resultados de la aplicación del instrumento de diagnóstico de estilos de aprendizaje, se obtuvo que, de los 62 estudiantes que participaron en el estudio el 74% posee un estilo sensitivo, el 58% un estilo activo, el 84% un estilo visual y el 58% un estilo secuencial, por tanto, los estilos sensitivo y visual fueron los predominantes entre los estudiantes. A partir de estos resultados y, a través de pruebas de Chi-Cuadrada y de una porción, se validó que para este caso de estudio la premisa de Felder y Silverman acerca de los estilos de aprendizaje de los ingenieros sólo es verdadera para el estilo visual y sensitivo; y con respecto a los niveles de preferencia de cada estilo de aprendizaje, solo el estilo visual obtuvo una tendencia a preferencia moderada con el 53% de los estudiantes, los demás estilos obtuvieron una tendencia a una preferencia leve. Por otra parte, al aplicar la estrategia didáctica diseñada que tiene en cuenta los estilos de aprendizaje de los estudiantes, se obtuvieron los siguientes resultados: El 88% de los estudiantes aprobó la sesión de efectos de las acciones de control PID, el 89% aprobó la sesión de linealización y punto de operación, y el 100% aprobaron las sesiones de efectos de la realimentación y respuesta en el tiempo; y según las encuestas de percepción el 83% de los estudiantes tuvo claridad del concepto efectos de las acciones de control, el 94% tuvo claridad del concepto de punto de operación, el 97% obtuvo claridad del concepto de linealización, y al 76% les quedó claro el concepto de efectos de la realimentación gracias a la guía de laboratorio. Por tanto, las estrategias didácticas diseñadas fueron pertinentes para la enseñanza de los cuatro conceptos seleccionados. (Texto tomado de la fuente)spa
dc.description.abstractThis thesis results from the need to establish a connection between educational methodologies and students' learning styles so that they can understand concepts with a high level of abstraction such as control concepts. For this, didactic strategies with a laboratory approach were designed for four concepts of control systems integrating active methodologies and Felder and Silverman’s learning style. The selected concepts were: Effect of Proportional Integral Derivative (PID) control actions, linearization and operating point, effects of feedback and time response. A laboratory guide, a rubric by competences and a perception survey were designed for each concept, which were implemented in the course Control: Entrada – Salida in three academic periods at Universidad Nacional de Colombia in Medellín. As a result, it was obtained that 62 students participated in the study and 74% of the students had a sensitive style, 58% of the students had an active style, 84% of the students had a visual style and 58% of the students had a sequential style. So, the sensitive and visual styles were the predominant among students. Also, through Chi-Square and One-Portion tests, it was validated that the Felder and Silverman premise about the learning styles of engineers is only true for the visual and sensitive style. Regarding the levels of preference for each style only the visual style had a tendency to moderate preference with 53% of the students, the other styles had a tendency to a slight preference. According to the didactic strategy designed, it was obtained that 88% of the students passed the session on the effects of the PID control actions, 89% of the students passed the linearization and operating point session, and 100% of the students passed the feedback effects and time response sessions. Finally, according to the perception surveys 83% of the students had clarity of the concept of the effects of the PID control actions, 94% of the students had clarity of the concept of operating point, 97% of the students had clarity of the concept of linearization, and 76% of the students had clarity of the concept of feedback effects due to the lab guide. Therefore, the didactic strategies designed were relevant for the teaching of the four selected concepts. (Texto tomado de la fuente)eng
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Ingeniería - Automatización Industrialspa
dc.description.researchareaEducación en Ingenieríaspa
dc.format.extentxiv, 117 páginasspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameUniversidad Nacional de Colombiaspa
dc.identifier.reponameRepositorio Institucional Universidad Nacional de Colombiaspa
dc.identifier.repourlhttps://repositorio.unal.edu.co/spa
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/80042
dc.language.isospaspa
dc.publisherUniversidad Nacional de Colombiaspa
dc.publisher.branchUniversidad Nacional de Colombia - Sede Medellínspa
dc.publisher.departmentDepartamento de Ingeniería Eléctrica y Automáticaspa
dc.publisher.facultyFacultad de Minasspa
dc.publisher.placeMedellínspa
dc.publisher.programMedellín - Minas - Maestría en Ingeniería - Automatización Industrialspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacionalspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.ddc620 - Ingeniería y operaciones afines::629 - Otras ramas de la ingenieríaspa
dc.subject.ddc370 - Educación::378 - Educación superior (Educación terciaria)spa
dc.subject.lemb<Sistemas dinámicos - Enseñanza superior
dc.subject.proposalControl de sistemasspa
dc.subject.proposalEstilos de aprendizajespa
dc.subject.proposalEducación en ingenieríaspa
dc.subject.proposalLaboratoriospa
dc.subject.proposalMetodología educativa activaspa
dc.subject.proposalControl systemseng
dc.subject.proposalLearning styleseng
dc.subject.proposalEstrategia didácticaspa
dc.subject.proposalDidactic strategieseng
dc.subject.proposalEngineering educationeng
dc.subject.proposalLaboratoryeng
dc.subject.proposalActive methodologieseng
dc.titlePropuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.spa
dc.title.translatedProposal of a didactic strategy for teaching the theory and practice of dynamic systems control integrating learning styles.eng
dc.typeTrabajo de grado - Maestríaspa
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