Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos

dc.contributorPeña Reyes, José Ismael
dc.creatorRodríguez Mesa, Fernando José
dc.date.accessioned2021-10-13T13:39:31Z
dc.date.accessioned2023-06-06T23:58:46Z
dc.date.available2021-10-13T13:39:31Z
dc.date.available2023-06-06T23:58:46Z
dc.date.created2021-10-13T13:39:31Z
dc.date.issued2021-04-09
dc.identifierhttps://repositorio.unal.edu.co/handle/unal/80528
dc.identifierUniversidad Nacional de Colombia
dc.identifierRepositorio Institucional Universidad Nacional de Colombia
dc.identifierhttps://repositorio.unal.edu.co/
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6651666
dc.description.abstractLa creatividad en el diseño de ingeniería (CDI) es una habilidad de alta demanda para el desempeño en la investigación, el desarrollo de productos y procesos. La sociedad demanda profesionales que encuentren y resuelvan problemas para integrar y aplicar conocimientos y habilidades con soluciones creativas con el trabajo colaborativo de diferentes áreas del conocimiento. El aprendizaje basado en problemas (ABP o PBL) es una práctica educativa que desarrolla conocimientos y habilidades en estudiantes con valores culturales. Este estudio explica cómo el PBL con sus valores culturales puede desarrollar la creatividad en los estudiantes de pregrado, mediante el uso de estadística descriptiva cualitativa y cuantitativa y con un enfoque realista crítico. El estudio diseñó un marco teórico para estudiar el desarrollo del CDI desde el punto de vista de los principios del PBL y la influencia de la cultura de los estudiantes durante el trabajo del proyecto. Primero, explica la relación entre PBL y CDI con las dimensiones de aprendizaje de Illeris y la influencia intelectual sobre PBL de algunos autores en cómo ocurre el aprendizaje. Luego, las 4p’s de la creatividad explican la relación entre los CDI y los principios de aprendizaje del PBL. El marco conceptual utiliza las dimensiones del aprendizaje para comprender cómo los diferentes estudiantes aprenden en diversas prácticas educativas. Así mismo, el marco teórico se completa con un marco metodológico de cuatro etapas para procesar y analizar cuantitativamente los datos. La investigación también desarrolló el Cuestionario de Factores Culturales Revelados, QFR, que tiene 108 afirmaciones en una escala Likert de 1 a 5. Usó preguntas abiertas para diseñar declaraciones de dos grupos de estudiantes de dos universidades. El primer grupo entrevistó a 17/83 estudiantes del trabajo de proyecto del primer semestre de dos programas académicos en la Universidad de Aalborg en Dinamarca, cuya tradición en PBL se acerca a los 50 años. El segundo, con 8/19 entrevistas a estudiantes de un curso con una implementación de los principios de trabajo del modelo de Aalborg en la Universidad Nacional de Colombia, con un modelo educativo tradicionalmente centrado en el docente. El análisis utilizó respuestas textuales con Análisis Temático a 1262 minutos de transcripción literal. Luego lo aplicó a varios cursos para estudiar cultura. El QFR recopiló respuestas de una muestra independiente de 22 cursos seleccionados y 1183 estudiantes, luego se redujo a 12 cursos en el caso de participación no significativa, no completar la evaluación de creatividad o agruparlos por similitudes. Finalmente, el estudio describió esos cursos utilizando el triángulo de Illeris. El análisis de los datos QFR utilizó Componentes Principales, PCA y los valores asociados con el trabajo del proyecto, caracterizados individualmente y descritos de acuerdo con sus valores culturales sobre los principios de PBL. Luego, con las diferencias estadísticas de Kruskal Wallis, Conover-Iman y las direcciones de los ejes PCA encontró diferencias entre cursos. El instrumento para evaluar la creatividad fue CEDA (Creative Engineering Design Assessment), con pruebas a priori y a posterior aplicada en 1088 estudiantes de 16 cursos de ingeniería, de los cuales 14 participaron en el QFR. Se analizó la creatividad en función de la fluidez, flexibilidad, originalidad y utilidad de las ideas, utilizando el t-test y las estadísticas de Wilcoxon para establecer diferencias significativas antes y después del proyecto. El estudio encontró que el trabajo del proyecto como tema central aumentó la creatividad y que, en ninguno de los cursos estudiados, la creatividad disminuyó significativamente. De hecho, el desarrollo de la creatividad ocurre debido a cómo funciona el problema del proyecto en un modelo de PBL. El estudio encontró que la formulación del problema como tema central, el lugar donde los estudiantes realizan el proyecto y el estilo de colaboración grupal afectan la creatividad. El estudio también encontró, utilizando una transformación lineal novedosa entre los valores culturales del trabajo de proyectos en un curso visto desde los valores expuestos en otro curso, que los mecanismos culturales que operan en el PBL tienen un efecto directo o moderador sobre la creatividad. Este procedimiento encontró 15 orientaciones culturales operando como mecanismos y afectando el desarrollo de la creatividad con PBL. Con los resultados de este estudio, se puede investigar la implementación de modelos PBL en cualquier disciplina, a la vez que es útil para el desarrollo de estrategias para desarrollar la creatividad y llegar a soluciones creativas a los proyectos. Además, el marco metodológico demostró ser efectivo en el estudio de los valores culturales del trabajo del proyecto, pudiendo investigar otros temas fuera de la creatividad. (Texto tomado de la fuente).
dc.description.abstractCreativity in Engineering Design (CDI) is a high-demand skill for performance in research, product, and process development. Society demands professionals who find and solve problems to integrate and apply knowledge and skills with creative solutions from collaborative work from different areas of knowledge. Problem-based Learning (PBL) is an educational practice developing knowledge and skills in students with cultural values. This study explains how PBL, with its cultural values, can develop creativity in undergraduate students, by using qualitative and quantitative descriptive statistics and with a Critical Realistic approach. The study designed a theoretical framework to study CDI development from the point of view of PBL principles and the influence of students' culture during project work. First, it explains the relationship between PBL and CDI with the Illeris learning dimensions and the intellectual influence on PBL of some authors in how learning happens. Then, the 4p's of creativity explain the relationship between CDIs and PBL learning principles. The conceptual framework uses the dimensions of learning to understand how different students learn in various educational practices. Likewise, the theoretical framework is completed with a four-stage methodological framework to quantitatively process and analyze the data. The research also developed the Questionnaire of Cultural Factors Revealed, QFR, with 108 statements on a 1-5 Likert scale. It used open-ended questions to design statements from two groups of students from two Universities. The first group interviewed 17/83 students from the first-semester project work of two academic programs at Aalborg University in Denmark, whose tradition in PBL is close to 50 years. The second, with 8/19 interviews with students of one course with an implementation of the working principles of the Aalborg model at the National University of Colombia, with an educational model traditionally centred on the teacher. The analysis used verbatim answers with Thematic Analysis to 1262 minutes of literal transcription. Then applied it to various courses to study culture. The QFR collected answers from an independent sample of 22 selected courses and 1183 students, then reduced to 12 courses in the case of non-significant participation or failure to complete the creativity assessment or grouped by similarities. Finally, the study described those courses by using the triangle of Illeris. The analysis of the QFR data used Principal Componentes, PCA and the values associated with the project work, individually characterized and described according to its cultural values about PBL principles. Then, with the Kruskal Wallis, Conover-Iman statistical differences, and PCA axis directions found differences between courses. The instrument to assess creativity was CEDA (Creative Engineering Design Assessment) by applying pretest and postest on 1088 students from 16 engineering courses, of which 14 participated in the QFR. Creativity was analyzed based on the fluency, flexibility, originality and usefulness of the ideas, using the t-test and Wilcoxon statistics to establish significant differences before and after the project. The study found that the project work as a central theme increased creativity and that, in none of the courses studied, creativity decreased significantly. Indeed, the development of creativity happens due to how the problem of the project function in a PBL model. The study found that the formulation of the problem as the central theme, the place where students do the project, and the style of group collaboration affect creativity. The study also found, using a novel linear transformation between the cultural values of project work in one course seen from the values exposed in another course, that the cultural mechanisms operating in the PBL have a direct or moderator effect on creativity. This procedure found 15 cultural orientations operating as mechanisms and affecting the development of creativity with PBL. With the results of this study, research can be carried out on the implementation of PBL models in any discipline, while it is helpful for the development of strategies to develop creativity and reach creative solutions to projects. Furthermore, the methodological framework proved effective in studying the cultural values of the project work, which could investigate other topics outside of creativity.
dc.languagespa
dc.publisherUniversidad Nacional de Colombia
dc.publisherBogotá - Ingeniería - Doctorado en Ingeniería - Ingeniería Mecánica y Mecatrónica
dc.publisherDepartamento de Ingeniería Mecánica y Mecatrónica
dc.publisherFacultad de Ingeniería
dc.publisherBogotá, Colombia
dc.publisherUniversidad Nacional de Colombia - Sede Bogotá
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dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.titleEstudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos
dc.typeTrabajo de grado - Doctorado


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