Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI)
ilustraciones, gráficos, tablas
- Autores:
-
Berrio Rincón, Santiago
Vanegas Ramírez, Christian
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Unidad Central del Valle del Cauca
- Repositorio:
- Repositorio Institucional - Unidad Central del Valle del Cauca
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uceva.edu.co:20.500.12993/4829
- Acceso en línea:
- http://hdl.handle.net/20.500.12993/4829
- Palabra clave:
- Curriculum
Interdisciplinariedad
Sistema de articulación
Percepción de los estudiantes
Retroalimentación
Curriculum
Interdisciplinarit
Articulation system
Student perceptions
Feedback
- Rights
- openAccess
- License
- Derechos reservados - Unidad Central del Valle del Cauca
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Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI) |
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Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI) |
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Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI) |
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Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI) Curriculum Interdisciplinariedad Sistema de articulación Percepción de los estudiantes Retroalimentación Curriculum Interdisciplinarit Articulation system Student perceptions Feedback |
| title_short |
Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI) |
| title_full |
Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI) |
| title_fullStr |
Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI) |
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Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI) |
| title_sort |
Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI) |
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Berrio Rincón, Santiago Vanegas Ramírez, Christian |
| dc.contributor.advisor.none.fl_str_mv |
Giraldo Arcila, Fabio Nelson |
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Berrio Rincón, Santiago Vanegas Ramírez, Christian |
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Curriculum Interdisciplinariedad Sistema de articulación Percepción de los estudiantes Retroalimentación |
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Curriculum Interdisciplinariedad Sistema de articulación Percepción de los estudiantes Retroalimentación Curriculum Interdisciplinarit Articulation system Student perceptions Feedback |
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Curriculum Interdisciplinarit Articulation system Student perceptions Feedback |
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bachelor thesis |
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eng |
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Alonso-Tapia, J., Huertas, J. A., & Ruiz, M. A. (2010). On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory. The Spanish Journal of Psychology, 13(1), 231- 242. https://www.redalyc.org/pdf/172/17213039018.pdf Alonso-Tapia, J., Huertas, J. A., & Ruiz, M. A. (2010). Perception of university professors' teaching effectiveness: Validation of a new instrument. Spanish Journal of Psychology, 13(1), 231-242. Ashby, I., & Exter, M. (2018). Designing for interdisciplinarity in higher education: Considerations for instructional designers. TechTrends. https://doi.org/10.1007/s11528-018-0352-z Ashby, I., & Exter, M. (2018). Interdisciplinarity as an alternative in higher education. Journal of Interdisciplinary Studies in Education, 7(1), 18- 32. https://doi.org/10.1007/s11528-018-0352-z Association of American Colleges and Universities. (2002). Greater expectations: A new vision for learning as a nation goes to college. Washington, DC: Author. https://catalog.library.vanderbilt.edu/permalink/01VAN_INST/13em2a7/alm a991016257589703276 Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational psychology: A cognitive view. Beane, J. A. (2011). Curriculum integration and the disciplines of knowledge 1. In The Routledge international handbook of creative learning (pp. 193-199). Routledge. https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1036 &context=slceslgen Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7- 74. https://www.gla.ac.uk/t4/learningandteaching/files/PGCTHE/BlackandWiliam19 98.pdf Black, P., & Wiliam, D. (1998). Inside the Black Box. School of Education, King's College London. https://www.researchgate.net/publication/44836144 Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans, Green. https://doi.org/10.1177/001316445601600310 Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and summative evaluation of student learning. McGrawHill. https://unesdoc.unesco.org/ark:/48223/pf0000220096.locale=es Caine, R. N., & Caine, G. (1997). Education on the edge of possibility. ASCD. https://eric.ed.gov/?id=ED408654 Carlson, A., & Sullivan, L. (2004). Problem-based learning and the development of metacognition. Journal of Excellence in College Teaching, 15(1), 29-54. Care, E., & Luo, R. (2016). Assessment of transversal competences. Policy and practice in the Asia-Pacific region. UNESCO Bangkok. https://unesdoc.unesco.org/ark:/48223/pf0000246590.locale=es Caviedes, G. (2015). La integración de contenidos en el currículo. In La Innovación Educativa con TIC en Educación Primaria (pp. 85-104). Octaedro. Caviedes, O. (2015). The integrated curriculum from an environmental education perspective. Journal of Educational Research, 23(2), 56- 72. https://investigiumire.unicesmag.edu.co/index.php/ire/article/view/62/72 Charmaz, K. (2006), “Constructing Grounded Theory: A practical guide through Qualitative Analysis”. https://doi.org/10.5565/rev/papers/v86n0.825 Cousin, G. (2006). An introduction to threshold concepts. Planet (Portsmouth), 17, 4-5. http://dx.doi.org/10.11120/plan.2006.00170004 Creswell, J. W. (2009). Research designs: Qualitative, quantitative, and mixed methods approaches. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/C reswell.pdf Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications. https://revistapsicologia.org/public/formato/cuali2.pdf Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438- 481. https://doi.org/10.3102/00346543058004438 Dewey, J. (1938/1993). Experience and education. Simon and Schuster. https://doi.org/10.1080/00131728609335764 Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. ASCD. https://repository.bbg.ac.id/bitstream/606/1/Meeting_Standards _Through_Integrated_Curriculum.pdf Fusch, G. E. (2001, December). What happens when the ROI model does not fit? Performance Improvement Quarterly, 14, 60–76. doi:10.1111/j.1937-8327.2001.tb00230.x Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press. Hewitt, R., & Barrer, M. (2012). Revisiting threshold concepts and transformational learning: New insights and developments. New York: Routledge. Huber, M. T., & Hutchings, P. (2004). Integrative learning: Mapping the terrain. The academy in transition. Association of American Colleges and Universities. Latorre, A. (1996) "El Diario como Instrumento de Reflexión del Profesor Novel". Actas del III Congreso de E. F. de Facultades de Educación y XIV de Escuelas Universitarias de Magisterio. Guadalajara: Ed. Ferloprint. Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 1-55. McKenna, J., McMartin, F., Terada, Y., Sirivedhin, T., & Agogino, A. (2001). A framework for interpreting students' perceptions of an integrated curriculum. Journal of Engineering Education, 90(3), 363-370. Meyer, D., & Avery, L. (2009) Excel as a qualitative data analysis tool. Field Methods, 21(1), 91-112. https://doi.org/10.1177/1525822X08323985 Mickelson, G. L. (1957). Development of the concept of the unified curriculum. The Journal of Experimental Education, 25(3), 193-198. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications. Muñoz-Justicia, J., & Sahagún-Padilla, M. (2017). Hacer análisis cualitativo con Atlas.ti 7 (Versión 1.1). Editorial Creative Commons Atribución 4.0 Internacional Niño Manrique, J., Arboleda Mazo, A., & Anaya Hernández, L. (2020). Strengthening the integral formation of systems engineers through an integrating project. Journal of Educational Sciences, 18(1), 67-84.70 Nicolescu, B. (2010). Methodology of transdisciplinarity: Levels of reality, logic of the included middle, and complexity. World Scientific. Niemelä, R. (2022). Subject matter specific curriculum integration. Journal of Education for Teaching. OECD. (2018). The future of education and skills: Education 2030: The future we want. OECD Publishing. Piaget, J. (1973). To understand is to invent: The future of education. Viking Press. Ramirez Carvajal, D. (2021). The integrated curriculum: An alternative for the configuration of the teacher as a political subject. Journal of Education and Human Development, 10(2), 23-35. Ramírez Dávila, M., & Giraldo Arcila, F. N. (2019). Exploration of the Integrated Curriculum Articulation System (SACI) at UCEVA. Unpublished manuscript. Ruiz-Primo, M. A., & Furtak, E. M. (2004). Exploring Teachers' Informal Formative Assessment Practices and Students' Understanding in the Context of Scientific Inquiry. Journal of Research in Science Teaching, 41(1), 57-93. Ruiz-Primo, M. A., & Furtak, E. M. (2004). Informal formative assessment as a tool for teacher learning: Integrating theory and practice. Educational Assessment, 9(3-4), 239-261. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. Scriven, M. (1967). The Methodology of Evaluation. In R. Tyler, R. Gagne, & M. Scriven (Eds.), Perspectives of Curriculum Evaluation (pp. 39-83). Chicago, IL: Rand McNally. Scriven, M. (1967). The methodology of evaluation. AERA. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. Skinner, B. F. (1961). The science of learning and the art of teaching. https://doi.org/10.17763/haer.24.2.vj3828532jhs51x7 Stiggins, R. J. (2001). Student-Centered Classroom Assessment. Prentice Hall. Stiggins, R. J. (2001-2002). Student-centered classroom assessment. Assessment in Education: Principles, Policy & Practice, 8(1), 1-19. Stiggins, R. J. (2002). Assessment Crisis: The Absence of Assessment FOR Learning. Phi Delta Kappan, 83(10), 758-765. Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge University Press. https://doi.org/10.1017/CBO9780511557842 Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory [PDF document]. Retrieved from https://research-proposal.ir/wpcontent/uploads/2019/06/Basics_of_Qualitative_Research__Tech niques_and_Procedures_for_Developing_Grounded_Theory.pdf UCEVA (2020). Institutional Educational Project (PEI) 2020. Villa, A., & Poblete, M. (2007). Continuous learning and competencies in higher education. Innovar, 17(30), 151-160. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Wiener, N. (1950). The human use of human beings: Cybernetics and society. Houghton Mifflin. Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49-65. Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 1-55. Fusch, G. E. (2001, December). What happens when the ROI model does not fit? Performance Improvement Quarterly, 14, 60–76. doi:10.1111/j.1937-8327.2001.tb00230.x |
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Bolívar, A. (1999). El currículum como un ámbito de estudio. En J. M. Escudero Muñoz (Ed.), Diseño, desarrollo e Innovación del currículum (pp. 27-34). Madrid: Síntesis. https://www.researchgate.net/publication/336903219 Coicaud, S. (2003). La organización del currículum escolar, algunos criterios de análisis. Educación, lenguaje y Sociedad, 1(1), 49- 66. http://www.biblioteca.unlpam.edu.ar/pubpdf/ieles/n01a04coicaud.pdf Díaz, A. (2003). Currículum, tensiones conceptuales y prácticas. Revista Electrónica de Investigación Educativa, 5(2), 1- 13. https://redie.uabc.mx/redie/article/download/83/147 Giraldo Arcila, F. N., Rivera Sanchez, C. P., & Ramos Acosta, L. (2020). El Sistema de Articulación del Currículo Integrado (SACI) en la UCEVA: Una mirada cualitativa desde la perspectiva de los estudiantes. Giraldo Arcila, F. N., & Rios Quintero, K. (2021). Análisis de la percepción de los docentes estudiantes sobre el sistema de articulación del currículo integrado (SACI) implementado por el programa de Lic. en lenguas extranjeras con énfasis en inglés de la Uceva. Revista Boletín Redipe. https://doi.org/10.36260/rbr.v10i1.1176 Giraldo, F et al. (2020). “Diseño e implementación de un sistema de articulación Institucional del currículo integrado (SAICI) que facilite la retroalimentación y la evaluación formativa coherente con el PEI de la Uceva. Giraldo, F., & Ramírez, E. (2019). Sistema de Articulación del Currículo Integrado. Oviedo Gilberto, L. (2004) La definición del concepto de percepción en psicología con base en la teoría Gestalt. Revista de Estudios Sociales, 89-96 Van Dijk, S. (2006). El currículo en el entorno actual. EDUCATIO Revista Regional de Investigación Educativa. Retrieved from http://www.educatio.ugto.mx/PDFs/educatio3/curriculoenentornoactual.pdf Vargas, L. (2014). Sobre el concepto de percepción. Alteridades, (8), 47–53. https://alteridades.izt.uam.mx/index.php/alte/article/view/588 |
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Giraldo Arcila, Fabio NelsonBerrio Rincón, SantiagoVanegas Ramírez, Christianhttps://orcid.org/0000-0002-1017-4851Tuluá, Valle del Cauca, ColombiaTuluá2025-02-05T16:49:29Z2025-02-05T16:49:29Z2024http://hdl.handle.net/20.500.12993/4829Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasEste proyecto de investigación tiene como objetivo analizar las percepciones de los estudiantes de la Facultad de Ingeniería de la Unidad Central del Valle del Cauca (UCEVA) con respecto a la implementación del Sistema de Articulación Institucional del Currículo Integrado (SAICI), centrándose en entender cómo los estudiantes ven el papel del SAICI en el fomento de la colaboración interdisciplinaria, competencias profesionales, y la integración curricular a través de diversos programas de ingeniería, en el contexto de los programas de ingeniería de la UCEVA, que aborda la necesidad de un modelo pedagógico que integre la teoría y la práctica, preparando a los estudiantes para los retos del mundo real. La metodología adoptada es cualitativa, utilizando un enfoque de estudio de caso para recoger y analizar las percepciones de los estudiantes a través de cuestionarios estructurados, con los resultados centrados en la identificación de las percepciones clave, destacando las opiniones mixtas sobre la utilidad del sistema, el conocimiento y su impacto en la colaboración interdisciplinaria. Los resultados indican que, si bien SAICI es reconocido por promover el trabajo en equipo y las habilidades prácticas, los estudiantes expresan su preocupación por su flexibilidad y la alineación de los proyectos con los desafíos de la vida real, destacando también la falta de apoyo adecuado de los profesores, el uso poco claro de instrumentos como las rúbricas de evaluación, y la necesidad de una mejor infraestructura. Las recomendaciones incluyen mejorar la comunicación, proporcionar más orientación al profesorado, garantizar que los proyectos se adapten a disciplinas específicas y mejorar los recursos para el desarrollo de proyectos.Introduction / Chapter I: Problem Statement / Research Question / General Objective / Specific Objectives / Rationale / Chapter II: Referential Framework / Backgrounds / International Background / National Background / Local Background / Theoretical Framework / Curriculum / Integrated Curriculum & Interstructuring Models / SAICI (System of Institutional Articulation of the Integrated Curriculum) / Formative Assessment / Feedback Model / Cross-curricular Competencies / Cross-curricular Competencies at the UCEVA / Perception / Students’ Perception / Chapter III: Methodology / Research Approach / Planning / Methodological Development / Communication of Results / Evaluation System / Methodological Design / Scope / Population and Sample / Techniques and Instruments / Questionnaires / Closed-Ended Questionnaire / Open-Ended Questionnaire / Field Journal / Excel / Contrast Matrix Grid / Methodology for Determining Units of Analysis, Categories, and Codes / Open Coding / Axial Coding / Selective Coding / Chapter IV: Data Analysis and Discussion / Engineering Faculty Questionnaire Results / Achievement of Objectives / Discussion / Conclusions / Recommendations / Teacher Recommendations / Administrative Recommendations / Student Recommendations / ReferencesLicenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoThis research project aims to analyze the perceptions of students from the Engineering Faculty at the Unidad Central del Valle del Cauca (UCEVA) regarding the implementation of the Sistema de Articulación Institucional del Currículo Integrado (SAICI), focusing on understanding how students view SAICI’s role in fostering interdisciplinary collaboration, professional competencies, and curricular integration across various engineering programs, within the context of UCEVA’s engineering programs, which addresses the need for a pedagogical model that integrates theory and practice, preparing students for real-world challenges. The methodology adopted is qualitative, using a case study approach to collect and analyze student perceptions through structured questionnaires, with the results focusing on identifying key perceptions, highlighting mixed views on the system’s usefulness, knowledge, and its impact on interdisciplinary collaboration. Findings indicate that while SAICI is recognized for promoting teamwork and practical skills, students express concerns about its flexibility and the alignment of projects with real-life challenges, also highlighting the lack of adequate teacher support, the unclear use of instruments like evaluation rubrics, and the need for better infrastructure. Recommendations include enhancing communication, providing more teacher guidance, ensuring projects are tailored to specific disciplines, and improving resources for project development.PDF196 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI)Engineering students' perception regarding the implementation of the Institutional Integrated Curriculum Articulation System (SAICI)bachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónCurriculumInterdisciplinariedadSistema de articulaciónPercepción de los estudiantesRetroalimentaciónCurriculumInterdisciplinaritArticulation systemStudent perceptionsFeedbackAlonso-Tapia, J., Huertas, J. A., & Ruiz, M. A. (2010). On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory. The Spanish Journal of Psychology, 13(1), 231- 242. https://www.redalyc.org/pdf/172/17213039018.pdfAlonso-Tapia, J., Huertas, J. A., & Ruiz, M. A. (2010). Perception of university professors' teaching effectiveness: Validation of a new instrument. Spanish Journal of Psychology, 13(1), 231-242.Ashby, I., & Exter, M. (2018). Designing for interdisciplinarity in higher education: Considerations for instructional designers. TechTrends. https://doi.org/10.1007/s11528-018-0352-zAshby, I., & Exter, M. (2018). Interdisciplinarity as an alternative in higher education. Journal of Interdisciplinary Studies in Education, 7(1), 18- 32. https://doi.org/10.1007/s11528-018-0352-zAssociation of American Colleges and Universities. (2002). Greater expectations: A new vision for learning as a nation goes to college. 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