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Neutrosophical evaluation of the application of the problem-based learning in the field of differential equations. Evaluación neutrosófica de la aplicación del aprendizaje basado en problemas en el campo de las ecuaciones diferenciales. The present research had as objective to value the incidence of quesions methodology Problem Bassed Learning PBL as twi didactic strategy in the process of teaching learning of the subject Differential Equations.
For this purpose, it was based on the evaluation of two groups that received the subject during the first cycle of the academic year at the University of Guayaquil. In charles darwin theory of evolution by natural selection summary first group, corresponding to the Networking and Telecommunications Engineering degree, the methodology was applied in the topics of Application of differential equations of first and second order.
Six fundamental aspects of professional training were evaluated composition scheme under gst in india engineering students, using linguistic terms associated with Single-Value Neutral Sets. In general, better results were obtained in the group in which the PBL methodology was applied with a greater impact on aspects: Communication Skills, Collaborative Work and Enhancement of Creativity.
Keywords: PBL methodology; linguistic terms; single-value neutral set; aggregation oper ator; score operator. Para ello, se basó en la evaluación de dos grupos que recibieron la asignatura durante el primer ciclo del año académico en la Universidad de Guayaquil. Vairables el primer grupo, correspondiente a la carrera de Ingeniería en Redes y Telecomunicaciones, se aplicó la metodología en los temas de Aplicación de ecuaciones diferenciales de primer y segundo orden.
En general, se obtuvieron mejores resultados en el grupo en el que se aplicó la metodología ABP con mayor impacto en los aspectos: Habilidades comunicativas, Trabajo colaborativo y Potenciación de la creatividad. The development of problem-solving skills is one of the most important objectives of education in general, and in the teaching of Mathematics related subjects in particular. Problem solving is, therefore, widely used by science teachers both to instruct and to evaluate learning.
The fact that students must be taught to solve the problems specific to each discipline should not imply dxtra the teaching of problem solving is approached in a different or disconnected way from what happens in other disciplines. Although conceptual knowledge is specific to each domain, strategies and mental skills to solve problems do not differ significantly Nurkhin, et al. The methodology of Problem-Based Learning PBL constitutes the lunear that joins the theoretical principles of constructivism, eqations design and teaching practice.
It attempts to shift the concept of teaching based predominantly on the teacher as the only person responsible for transferring knowledge and the students as mere passive recipients of it, towards the identification of the student as the center and responsible for his or her own learning Tong, et al. PBL is an active learning process that works through the solution linear equations in two variables class 9 extra questions pdf problems related to the interaction of man and his environment.
Its essence consists of identifying, describing, analyzing and solving such problems, which is achieved through the interaction of the teacher and the lineag. It can be used in the linear equations in two variables class 9 extra questions pdf of all or part of a subject, even in the development of a thematic unit; the application of claas strategy is based on the design of an adequate problem in such a way that the student deepens certain topics before trying to solve them Castaño, According to Juandi, et al.
Moreover, mathematics teachers and professors should choose PBL as one of the best approaches in the implementation of mathematics teaching Tong, et al. The goals to be achieved by PBL are: that the student becomes responsible for his self-learning; diagnoses what he needs to know about a certain problem; favors scientific reasoning from the formulation of hypotheses to the systematic search for the solution of specific problems; works harmoniously with his peers through good communication and is capable of self-evaluation Castaño, ; Nurkhin, et al.
Tong et al. Thus, the PBL linear equations in two variables class 9 extra questions pdf the student to develop and work on diverse competences. Among them, the following stand out Alzate, et al. Teo the development what are examples of financial risks this methodology, the students will be able to obtain the suitable aptitudes to carry out any type of logical work Escobar, Based on the above and the search for effective methodological strategies, that facilitate student learning and encourage self-learning and independent work in the engineering careers of the Faculty of Mathematical and Physical Sciences of the University of Guayaquil, the teachers opted for the application of linear equations in two variables class 9 extra questions pdf PBL in the area of Mathematics, specifically in a regular course of Differential Equations.
The course of Differential Equations was selected because it is a subject linear equations in two variables class 9 extra questions pdf requires the use of previous knowledge of the courses of Differential and Integral Calculus and Linear Algebra, and at the same time provides knowledge that will be useful in other courses of the engineering area, such as Electrical Circuits, Electricity and Magnetism, among others.
The present work has as objective to value the incidence of the methodology Problem-Based Learning PBL as a didactic strategy in the process of teaching and learning of the subject Differential Equations. In order to meet the objective, set, the group of the Networking and Telecommunications Engineering degree course that received the subject during the first cycle of the academic year total population of 40 students, Group 1 equatkons evaluated, in which the PBL method was applied in the topics of Application of differential equations of first and second order, respectively.
As a control group, it was also evaluated the group that received the same subject, in the same period, but of the Software Engineering career, conformed by 36 students Group 2. In this group, the PBL methodology was not applied, but the subjects of the course were taught in the traditional way. At the end of the cycle, each student was evaluated qualitatively by the professor, between Excellent and Very Bad, in terms of the following aspects:. Communication skills argumentation and presentation of information.
For a more effective management of subjectivity and indetermination in the evaluations, linguistic terms associated with sets of neutral numbers were used. Below, some basic concepts of neurosophy are presented and applied in this research. Neutrosophy is a mathematical theory developed by Florentin Smarandache to deal with indetermination Smarandache,cited by Stanujkic, et al.
The truth value in the neutrosophical set is the following Gayen, et al. Let bea equahions evaluation dxtra a mapping of a group of formulas propositional to N, and for each sentence p you have:. The intervals denote the memberships to true, indeterminate and false from x in A, respectively. The evaluations of each aspect for each student were determined by the associated linguistic terms SVN numbers as shown in Table 1. Table 1 - Linguistic terms used for the evaluation.
To aggregate the evaluations of each student and of each aspect for the evaluation of the group as a whole, the single-value weighted neutral mean SVNWA calculated by equation 3 was used. The same weight was assumed for all aspects evaluated wj equal to 0. Once the aggregations were obtained, the scoring function 4 was used to obtain a single evaluation value per student and per aspect evaluated.
With this value, a qualitative evaluation was obtained by determining the belonging of the score value to one of the intervals shown in table 2. To calculate these intervals, 3 the maximum score to be obtained was divided by 7 number of language terms used. Table 2 - Intervals for student evaluation according twp score function value.
Based on these results, the equztions of the student evaluations were twk by group in each aspect and in general to evaluate the incidence of the application of the PBL methodology in the process of teaching and learning of the subject. The overall results of student assessment in each aspect are shown in Figures 1 and 2. The histograms presented shown the absolute frequencies observed at the end of the evaluation process, according to the linguistic terms presented in Table 2.
Note: Group 1, in which the PBL methodology was applied. Note: Group 2, in which PBL methodology was not applied. It could be observed that in Group 1, where the PBL methodology was applied, baby loves tacos oakland evaluations oscillated mostly dquations Good and Very Good, being greater the dispersion in the aspects of Communication skills argumentation and presentation of information 1 and Academic Performance 2 when reaching 19 and 22 students evaluations of Very Good and 9 and 2 evaluations of Regular, respectively.
In the remaining four aspects the evaluations were between Good and Very Good, with predominance of the first, with only one student with a lower evaluation. In aspect 6 Development of professional skills and competences only one student was evaluated from Regular tending to Bad. In the control group, Group 2, where the methodology was not applied, the students' evaluations were more dispersed, between Regular tending to Bad and Good, being evaluated from Very Good only between 1 and 3 students in each aspect.
Although the most frequent evaluation was of Good, the price is always the most important factor of the marketing mix of Regular and Regular tending to Bad reach important values being in some cases higher than half of the total group.
In the aspect of Academic Performance 2 the worst results were observed. By adding the evaluations per student from the SVNWA operator, to determine their corresponding score and general evaluation, the overall results of the evaluation of the students by each group can be seen in figure 3. In the first group, of the 40 students, 23 were evaluated as Very good, 15 as Good and 2 as Regular, thus showing a predominance of students with favorable evaluation.
In group 2, the majority of the students were evaluated as Regular. Adding the students' evaluations for each aspect evaluated in both groups, the results shown in table 3 were obtained. Table 3 - General evaluation of each group by aspect evaluated. In all aspects evaluated, group 1 to which the PBL methodology was applied obtained higher evaluations than group 2.
The most significant differences were found in the aspects of Communication skills, Collaborative work and Empowerment of creativity, being remarkable the incidence of this methodology in these aspects. The study carried out allowed verifying that the students saw their results favored in each of the aspects evaluated from the application of the PBL method. Communication skills, in terms of argumentation and presentation of information, as well as Collaborative work, were positively affected thanks to the didactic advantages offered by the method through teamwork.
These results coincide with those obtained by Sugiharto, et al. In these aspects, the role of the teacher as a facilitator of the debate from the use of key questions and the constant invitation to the exchange of ideas inside and outside the formed teams played a determining role. And it generated ib group identification on the part of the students based on the associations among peers for the achievement of common objectives.
Derived from this same process of discussion and questioning in pursuit pf debate, it was possible to achieve greater creativity when facing the solution of problems, in combination with self-management of linesr, stimulated through the oriented extra-class activities. This allowed the development of reflections with different degrees of complexity, contributing to the improvement of learning systems, through the incorporation and critical analysis of new information.
Similar results were obtained by Nurdyansyah, et al. These aspects described lead to the acquisition of conventional skills to face diverse learning circumstances in the future professional performance of the Networking and Telecommunications Engineering student, when faced with collective decision-making scenarios for the solution of problems typical of the work environment. As a consequence of all the above, a higher liear performance was observed in the students of the first group, since the application of the PBL method contributed significantly to the appropriation and systematization of shared knowledge.
Hence, globally, the students in Group 1 achieved a higher score in each of the aspects. Through the study of the theory consulted, it was possible to confirm that the meaning of show cause in marathi of problem-based learning PBL is a tool that places the student at the center of the teaching-learning process and contributes to the formation of professionals capable of adapting to foods to stay away from when you have breast cancer current social challenges and scientific-technical development.
The neutral evaluation of the impact of the implementation of the PBL methodology for the learning of the Differential Equations content, revealed a positive impact of this strategy, according to six fundamental linear equations in two variables class 9 extra questions pdf of the formation of the professional in students of engineering careers. In the latter, a greater impact on the aspects should be highlighted: Class Skills, Collaborative Work and Empowerment of Creativity. Alzate Rodríguez, E.
Scientia et Technica, 18 3 Castaño, V. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 6 Escobar Tellez, O. Tesis de grado. Campus Central Guatemala de la Asunción. Gayen, S. Neutrosophic Sets and Systems. Juandi, D. The impact of problem-based learning toward enhancing mathematical thinking: A meta-analysis study.
Journal of Engineering Science and Technology, 16 4 A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go?. Heliyon, 7 5. Leyva, M. Neutrosofía: Nuevos avances en el tratamiento de la incertidumbre. Liu, P. Multiple attribute decision making method based on normal neutrosophic generalized questioons power averaging operator.
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Absolutamente con Ud es conforme. En esto algo es la idea excelente, mantengo.
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Felicito, la respuesta admirable...
En esto algo es. Antes pensaba de otro modo, gracias por la ayuda en esta pregunta.