Design and validation of a teaching plan for the engineering faculty in a higher education institution in southern Chile.

Abstract

The academic body assumes the responsibility of promoting educational innovations in accordance with the guidelines established in the educational models of higher education institutions. In this sense, a competency-based curricular model requires a didactic model relevant and coherent to professional training. The purpose of the research is to propose a validated teaching plan to guide the professional training of engineers at a higher education institution in southern Chile. A quantitative approach was used with a design-based research method, which involved three phases: define, build and validate. For the definition process, a systematic literature review based on PRISMA was used, in which a total of 85 articles were analyzed and the most used methodologies for engineering education were determined, such as project-based learning, simulation, gamification, problem-based learning. In the construction phase, a constructivist or alternative-investigative model was demonstrated, because it focuses learning on the students who build their knowledge through problems. The active methodologies were organized according to the type of learning scenario. The validation phase was carried out by expert judges in which two stages were shown: institutional validation and presentation to the Faculty of Engineering. In conclusion, a teaching plan will allow students to establish a relationship between theory and practice, enabling the construction of beliefs and perceptions regarding future professional performance.