Los estudiantes, en general, tienen ideas previas al iniciar el estudio de un tema en particular, se busca con el proceso educativo el cambio conceptual que los lleve al conocimiento cientifico. El proposito de este estudio fue determinar la evolucion conceptual que logran los estudiantes de ingenieria en la adquisicion de conceptos fisicos a partir del analisis de ideas previas. Se partio de la identificacion de los obstaculos de aprendizaje a partir de la aplicacion de un test de ideas previas; se realizo la implementacion de las unidades didacticas; y se analizo la evolucion conceptual que logran los estudiantes al contrastar los resultados del test de ideas previas antes y despues de la intervencion didactica y mediante la contrastacion con un grupo control. Se encontraron diferencias significativas entre el grupo control y el experimental y se evidencio cambio conceptual en los estudiantes en relacion con los conceptos abordados en los cursos.

La evolución conceptual en el aprendizaje de conceptos físicos mediada por unidades didácticas

Curriculum recommendations for computing-related undergraduate programs are approached from ACM, AIS, and IEEE Computer Society. In educational settings, each undergraduate program makes its own adaptations to the curriculum in accordance with its profiles. Curriculum designs that were the result of such adaptations have graphical representations of educational aspects in a non-standardized way. Facing such situation, we propose an alternative to curriculum design based on pre-conceptual schemas in computing-related undergraduate programs. The benefits of curriculum design by using pre-conceptual schemas are: applicability to any context, graphical unification of all educational aspects to be considered, and usage of tightly-coupled semantics.

A proposal for graphically representing curriculum designs by using pre-conceptual schemas in computing-related undergraduate programs

In the educational setting, several methods are used for curriculum design. Despite the existence of such methods, a sample of documented experiences about curriculum design shows their designers use their own criteria. Also, the usage of heterogeneous practices and diversity of concepts, and different ways of working in curriculum design are detected in the curriculum design endeavor. In order to alleviate such situations, in this paper a common ground for curriculum design affairs based on a Software Engineering Teaching kernel is used. A kernel is defined as a set of concepts and relationships which are essential and are present in any software development effort. In this proposal, the usage of such a kernel is just the first step in order to think about practices and methods for curriculum design. The Software Engineering Teaching kernel we use for representing our first practice in curriculum design is derived from a general theory called SETMAT−Software Engineering Teaching Methods and Theory. The contribution in this regard is based on exploring alternative ways of working with curriculum design from an engineering perspective.

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A First Practice in Curriculum Design Represented in a Software Engineering Teaching Kernel

Resumen. En este trabajó se analizó el NMC Horizon Report Edición Educación Superior 2016, el cual incluye 6 tecnologías o prácticas que puedan tener un uso generalizado durante los próximos 5 años, también destaca 6 desafíos que deben ser superados y 6 tendencias claves que afectarán a la práctica actual durante estos 5 años. Dentro del análisis, se estructuró una encuesta y se aplicó a 26 profesores pertenecientes a 5 universidades venezolanas, donde se incluyeron preguntas relacionadas a las tecnologías consideradas en el Horizon Report, sin contemplar los desafíos ni las tendencias indicadas en el reporte. Las preguntas asociadas a tecnologías, consistieron en saber si el profesor encuestado: conoce, trabaja y conoce trabajos de colegas, relacionados a las tecnologías, y si considera que la tecnología se desarrollará en su institución, en el tiempo indicado por el NMC Horizon Report. Posteriormente se presentan los resultados del estudio, las conclusiones y el trabajo futuro.

Tecnologías Educativas para la Educación Superior en Venezuela: Análisis del NMC Horizon Report 2016

The Central University of Venezuela, as part of its efforts for adapting its academic offer to national and international needs, is conducting a project to review, evaluate and modify the Computer Science program, in order to form the professional required by the country. In this paper we present the results of the first stage of the project: an assessment of the Computer Science program based on the use of various data collection instruments used to determine the professor and student perception of the program as well as deficiencies and potential of our graduates, according to the companies and organizations that hire them. The results show that there exist a gap between the perception of our professors about the program and the opinion of the employers. We also present information about student performance during the last decade, which is an input to the next stage of the program redesign.

Analysis and diagnosis of the Computer Science program at the Central University of Venezuela: Towards a competency-based curriculum design

The Central University of Venezuela, as part of its efforts for adapting its academic offer to national and international needs, is conducting a project to review, evaluate and modify the Computer Science curriculum, in order to form the professional required by the country. In this paper we present the results of the first stage of the project: an assessment of the Computer Science curriculum based on the use of various data collection instruments used to determine the professor, student and graduates perception of the program as well as deficiencies and potential of our graduates, according to the companies and organizations that hire them. The results show that there exist a gap between the perception of our professors about the program and the opinion of the employers. We also present information about student performance during the last decade, which is an input to the next stage of the program redesign.

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Adrian Bottini

Papers

Analysis and diagnosis of the Computer Science program at the Central University of Venezuela: Towards a competency-based curriculum design

A Detailed Study of the Computer Science Degree at the Central University of Venezuela: Towards a New Curriculum Design