A comparative study of a new challenge-based learning model for engineering majors
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Март 7, 2025
Current
society
needs
professionals
able
to
identify
and
collaboratively
solve
the
main
challenges
of
21st
century.
Students
must
be
trained
face
real
in
their
future
workplaces
acquire
necessary
competencies
succeed
current-day
global
world.
As
an
answer
such
needs,
Tecnologico
de
Monterrey
launched
2019
its
competency-based
Tec21
educational
model,
emphasizing
development
disciplinary
transversal
using
a
challenge-based
learning
(CBL)
model.
The
present
contribution
is
aimed
at
measuring
effectiveness
this
model
compared
more
traditional
previous
(PL)
We
quasi-experimental
study
comparing
academic
performance
1705
freshman
engineering
students,
43%
enrolled
PL
57%
CBL
Although
was
applied
all
institution’s
majors,
paper
focused
on
physics
courses
majors.
spans
seven
semesters,
from
Spring
2018
2021.
It
found
that
overall
student
performance,
measured
by
average
final
course
grades,
improved
9.4%
On
other
hand,
challenge
grades
were
like
project
Additionally,
two-year
opinion
surveys
about
administered
570
students.
71%
students
expressed
favorable
perception
terms
ability
problems.
suggested
explicit
integration
physics,
math,
computing
concepts
through
solution
real-life
bears
stronger
engagement
thus
yields
better
general
outcomes
than
Язык: Английский
Effects of jigsaw learning strategy integrated with computer simulations on grade 10 students’ achievement and attitude and their correlations in chemistry
Interactive Technology and Smart Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Июль 18, 2024
Purpose
The
purpose
of
this
study
was
to
investigate
the
impact
using
a
jigsaw
learning
strategy
integrated
with
computer
simulation
(JLSICS)
on
academic
achievement
and
attitudes
students,
along
exploring
relationships
between
them
in
process
about
acids
bases.
Design/methodology/approach
research
design
used
quasi-experimental,
non-equivalent
comparison
groups
for
both
pre-
post-tests.
A
quantitative
approach
address
problem,
three
involved:
two
experimental
one
comparative
group.
treatment
group,
which
received
JLSICS
intervention,
consisted
intact
classes,
while
group
included
class.
Data
collection
involved
tests
attitude
scale
acid
base.
Various
statistical
analyses
such
as
one-way
analysis
variance,
multivariate
Pearson
product-moment
correlation,
mean
standard
deviation
were
data
analysis.
Findings
study’s
results
revealed
that
incorporation
had
beneficial
influence
grade
10
chemistry
students
towards
base
topics.
proved
be
more
successful
than
conventional
methods
standalone
use
(JLS)
terms
attitudes.
demonstrated
correlation
positive
among
high
school
enhanced
subject.
Research
limitations/implications
only
focused
specific
aspect
(acid
chemistry),
restricts
applicability
findings
other
topics
or
subjects.
In
addition,
quasi-experimental
pretest-posttest
may
introduce
variables
could
confound
restrict
causal
inferences.
Practical
implications
This
addresses
gap
instructional
interventions
provides
theoretical
practical
insights.
It
emphasizes
importance
incorporating
contemporary
policymakers,
benefiting
government,
society
students.
By
enhancing
student
achievement,
critical
thinking
skills,
empowers
take
charge
their
learning,
fostering
deep
understanding
Furthermore,
aids
grasping
abstract
concepts
has
potential
reduce
costs
associated
purchasing
chemicals
schools.
opens
doors
similar
studies
different
educational
settings,
offering
valuable
insights
educators
policymakers.
Originality/value
originality
value
are
its
exploration
integrating
simulations
an
education.
contributes
existing
literature
by
showing
effectiveness
improving
students’
achievements
also
enhance
overall
Язык: Английский
Advancing engineering design problem-exploring practice: interviews with industry professionals
Journal of Engineering Design,
Год журнала:
2024,
Номер
unknown, С. 1 - 22
Опубликована: Окт. 16, 2024
Studies
highlight
that
conceptualising
and
identifying
a
new
engineering
design
problem
(EDP)
is
vital,
as
the
solution
can
benefit
society.
However,
this
essential
activity,
referred
to
problem-exploring
(EDPE),
lacking
in
practice
design.
Design
engineers
appear
focus
on
providing
an
(EDS)
while
their
role
EDPE
rarely
practised.
A
EDP
drives
innovations
inventions,
there
need
encourage,
advance
sustain
of
EDPs.
The
aim
study
empirically
underlying
determinants
scarce
suggest
how
practice.
Interviews
were
conducted
with
32
professionals
within
community,
comprising
28
practitioners
four
specialists
–
lecturer,
inventor,
two
expert
trainers
creativity
problem-solving.
results
analyses
informed
suggested
approaches
Язык: Английский
Estrategias de innovación educativa en la educación superior. Una revisión sistemática
Revista de Investigación Educativa Niveles.,
Год журнала:
2024,
Номер
1(2), С. 52 - 64
Опубликована: Дек. 24, 2024
La
innovación
educativa
en
la
educación
superior
es
crucial
era
digital,
pero
enfrenta
desafíos
debido
a
disparidad
el
acceso
y
adopción
de
tecnologías
avanzadas.
Este
estudio
explora
necesidad
implementar
estrategias
efectivas
para
mejorar
innovaciones
las
universidades.
Su
objetivo
principal
identificar
los
métodos,
técnicas
herramientas
más
innovadores
efectivos
optimizar
formación
estudiantil,
haciendo
accesible
eficiente.
metodología
empleada
fue
revisión
sistemática
PRISMA,
reconocida
publicaciones
científicas
por
su
rigor
detalle.
A
través
una
búsqueda
exhaustiva
base
datos
SCOPUS,
se
seleccionaron
14
estudios
relevantes
que
destacaron
enfoques
como
Gamificación,
Realidad
Virtual
e
Inteligencia
Artificial
con
un
14.3
%,
indicando
tendencia
fuerte
hacia
integración
avanzadas
educación.
Métodos
Design
Thinking,
Aprendizaje
Basado
Retos,
Aumentada
Práctico
también
tienen
presencia
significativa,
reflejando
interés
creativos
prácticos.
Estas
subrayan
importancia
interacción,
práctica
personalización
moderna,
destacando
metodologías
combinan
colaborativos
Aunque
estas
están
expansión,
implementación
requieren
adaptativa
marco
pedagógico.
investigación
concluye
resulta
esencial
preparar
estudiantes
entorno
laboral
cambiante,
necesita
desarrollar
modelos
adaptados
diversos
contextos
educativos.
The Transformative Power of Challenge-Based Learning in Cultivating 21st-Century Skills
Indonesian Journal Of Educational Research and Review,
Год журнала:
2024,
Номер
7(3), С. 679 - 693
Опубликована: Окт. 25, 2024
This
research
addresses
the
implementation
of
effective
learning
models
for
developing
21st-century
skills,
particularly
critical
and
creative
thinking
abilities.
Furthermore,
there
remains
insufficient
understanding
how
Challenge-Based
Learning
(CBL)
model
contributes
to
enhancing
higher-order
skills
across
diverse
educational
contexts.
study
aims
analyze
impact
implementing
CBL
on
fostering
thinking,
collaborative
among
students.
Using
a
systematic
literature
review
with
descriptive
qualitative
design,
examined
33
scientific
articles
sourced
from
Scopus,
Google
Scholar,
SINTA
databases,
published
between
2010
2024.
Data
collection
was
conducted
assistance
Publish
or
Perish
application
VOSviewer
visualize
data
networks.
Thematic
analysis
techniques
were
employed
identify
trends
patterns
in
model.
The
findings
indicate
that
effectively
enhances
learner
engagement,
collaboration,
creativity.
However,
challenges
such
as
limited
resources
institutional
support
also
identified.
In
conclusion,
while
significantly
promotes
development
addressing
resource
constraints
is
essential
maximizing
its
settings.
Язык: Английский