Redesign of the Statistics for Food Engineering Curriculum
DOI:
https://doi.org/10.37843/rted.v9i2.167
Article Sidebar
Main Article Content
Abstract
In this project, a proposal for the study program of the statistics subject was presented, for the redesign of plans and programs of the Food engineering career in the Interdisciplinary Professional Unit of Biotechnology. A pilot group of 80 students was taken, who studied this subject in the second period of 2018, obtaining a favorable increase in their school achievement and a link with other areas that are in their curricular map. When handling interdisciplinary disciplines such as programming, microbiology, quantitative methods, packaging, packaging, design of experiments, it has been possible to apply essential contents of each of them when working with a set of data collected from a problem posed, different work talents are developed according to With information management, meta-cognitive learning, critical thinking, a problem solving management, creativity and innovative creations was developed that lead them to true conclusions, how the reinforcement of communication skills, collaboration, teamwork was achieved. , the student, acquired new strategies, being able to link several subjects at the same time in creating an experimental sketch.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Arribas-Urrutia, O Islas-Carmona, F Gutiérrez Cortés (2019): De prosumidores a observadores: una tendencia emergente en Internet y en los jóvenes ecuatorianos. Resultados del estudio del World Internet Project, Ecuador. Revista Latina de Comunicación Social, 74, pp. 969 a 996. http://www.revistalatinacs.org/074paper/1367/50es.html DOI: 10.4185/RLCS-2019-1367
Barráez, D. P. (2020). La educación a distancia en los procesos educativos: Contribuye significativamente al aprendizaje. Revista Tecnológica-Educativa Docentes 2.0, 8(1), 41-49. Recuperado a partir de https://ojs.docentes20.com/index.php/revista-docentes20/article/view/91
Barreto, R. & Diaz-Granados, F. (2017). Las TIC en la educación superior. Experiencias de Innovación. Universidad del Norte. Colombia.
Bernal-Villamarin, S. C. (2015). Diseño y creación de contenidos educativos digitales a través de herramientas web 2.0. Revista Nuevas ideas en Informática Educativa. TISE.
Carvajal, J. H. (2017). La cuarta Revolución Industrial o Industria 4.0 y su impacto en la educación superior en ingeniería en Latinoamérica y el Caribe. LACCEI, pp. 1- 5.
Contreras-Maradey, F. D. (2017). Apropiación tecnológica para la incorporación efectiva de recursos educativos abiertos. Revista Apertura. Vol. 9, Núm. 1. Universidad de Guadalajara.
Gértrudix-Barrio, M., Álvarez García, S., Galisteo, A., Del Valle, M. C., Gálvez de la Cuesta, F. (2007) Acciones de diseño y desarrollo de objetos educativos digitales: programas institucionales. Artículo. Revista de Universidad y Sociedad del Conocimiento.
Hernández, L. (2020). Liderazgo sostenible como estrategia de cambio en el sistema educativo venezolano. Revista Tecnológica-Educativa Docentes 2.0, 8(1), 26-32. Recuperado de: https://ojs.docentes20.com/index.php/revista-docentes20/article/view/85
López-Jiménez, D. (2009). La naturaleza de las tecnologías de información y comunicación: las TIC como determinantes de la organización y de la sociedad de la información. Universidad de La Sabana. Recuperado de: http://dspace.uhemisferios.edu.ec:8080/xmlui/handle/123456789/453
Mayorga, M. (2020). Conocimiento, aplicación e integración de las TIC – TAC y TEP por los docentes universitarios de la ciudad de Ambato. Revista Tecnológica-Educativa Docentes 2.0, 9(1), 5-11. https://doi.org/10.37843/rted.v9i1.101.
Mujica-Sequera, R. (2020). E-Learning como estrategia pedagógica en la educación superior. Revista Tecnológica-Educativa Docentes 2.0, 9(1), 37-41. https://doi.org/10.37843/rted.v9i1.103
Naji, M. J. (2018). Industria 4.0, competencia digital. Revista Internacional y Comparada de Relaciones Laborales y Derecho al Empleo, pp. 164-194
Oppenheimer, A. (2018) ¡Sálvese quien pueda! El futuro del trabajo en la era de la automatización. Capítulo 7. Ciudad de México
Panza de Ferrer, N. (2020). Docente universitario, alfarero de vidas…. Revista Tecnológica-Educativa Docentes 2.0, 8(1), 60-65. Recuperado de: https://ojs.docentes20.com/index.php/revista-docentes20/article/view/106
Resa López, M. (2020). Tecnología y Enseñanza Situada. Revista Tecnológica-Educativa Docentes 2.0, 8(1), 33-40. Recuperado a partir de https://ojs.docentes20.com/index.php/revista-docentes20/article/view/83
Sánchez, L. (2020). Impacto del Aula Virtual en el Proceso de Aprendizaje de los Estudiantes de Bachillerato General. Revista Tecnológica-Educativa Docentes 2.0, 9(1), 75-82. https://doi.org/10.37843/rted.v9i1.105
NEA. (2010). Preparing 21st Century Students for a Global Society:An Educator’s Guide to ‘The Four Cs’. Washington D.C.: National Education Association (NEA). https://nea.org/tools/52217.htm
P21. (2007a). The Intellectual and Policy Foundations of the 21st Century Skills Framework. Washington D.C.: Partnership for 21st Century Skills. Recuperado de: https://route21.p21.org/images/stories/epapers/skills_foundations_final.pdf
P21. (2007b. 21st Century Curriculum and Instruction. Washington D.C.: Partnership for 21st Century Skills. Recuperado de: https://route21.p21.org/images/stories/epapers/r21_ci_epaper.pdf
P21. (2008). 21st Century Skills, Education & Competitiveness.Washington D.C.: Partnership for 21st Century Skills. Recuperado de: https://www.p21.org/storage/documents/21st_century_skills_education_and_competitiv eness_guide.pdf
P21. (2011). Framework for 21st Century Learning. Washington D.C.: Partnership for 21st Century Skills. Recuperado de: https://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf
P21. (2013). Reimagining Citizenship for the 21st Century: A Callto Action for Policymakers and Educators. Washington D.C.: Partnership for 21st Century Skills. Recuperado de: https://www.p21.org/storage/documents/Reimagining_Citizenship_21st_Century_webversion.pdf
Prensky, M. (2012). From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning. Thousand Oaks, California: Corwin.
Punie, Y. (2007). Learning spaces: an ICT-enabled model of future learning in the knowledge-based society. European Journal of Education. Vol. 42, No. 2, pág. 185-199. Recuperado de: http://onlinelibrary.
UNESCO. (2013d). Informe de Seguimiento de la EPT en el Mundo, 2013-2014. París: UNESCO. Recuperado de: http://unesdoc.unesco.org/images/0022/002256/225654s.pdf
UNESCO y UNICEF. (2013). Envisioning Education in the Post-2015 Development Agenda: Executive Summary. París: UNICEF y UNESCO. Recuperado de: http://en.unesco.org/post2015/sites/post2015/files/Post-2015_en_web.
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
