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The display to build knowledge with
projects
El monitor para construir conocimiento con proyectos
Néstor Rafael Perico-Granados
*
Carolina Tovar-Torres
Ángel Miranda-Bitar*.
Paula Andrea Suárez-Alvarado*.
María Alejandra Puerto-Cristancho*.
Abstract
The traditional teaching method in higher education in Colombia focuses
on memorizing processes and theories, taking notes and repeating them and
paying attention to the permanent protagonist of the classroom, who is the
professor. In this way, the student is distanced from the construction of
knowledge and favors student desertion and academic mortality, which
prevents the development of key competencies to develop in the social and
work environment. This research approached a methodology of knowledge
construction outside traditional stereotypes, based on project-based
Doctor in Educational Sciences. University
Corporation Minuto de Dios-UNIMINUTO. Bogotá,
Colombia. nestor.perico@uniminuto.edu.co,
orcid.org/0000-0003-1768-793X.
*
Doctor in Educational Sciences. University
Corporation Minuto de Dios-UNIMINUTO. Bogotá,
Colombia, carolina.tovar@uniminuto.edu;
https://orcid.org/0000-0003-3019-9092.
*
Specialist in Project Management, Master in
Environmental Management ( c ), Universidad Santo
Tomás de Tunja. Tunja. Boyacá. Colombia.
lab2.civil@ustatunja.edu.co. orcid.org/0000-0003-
0610-5949.
*
Civil Engineer. Independent researcher Tunja. Boyacá.
Colombia. ing.paulasuarez@hotmail.com.
orcid.org/0000-0002-8383-3248.
*
Road Geotechnical Specialist. Independent
Researcher. Tunja. Boyacá. Colombia.
mariapucri@hotmail.com. orcid.org/0000-0002-8383-
3248
Article
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learning applied in Civil Engineering, in several universities: Corporación
Universitaria Minuto de Dios-UNIMINUTO, Juan de Castellanos and
Universidad Santo Tomás de Tunja, years 2012 to 2020, in the academic
spaces Introduction to Engineering and Research Methodology. It was
done in different semesters, with the guidance of the principal investigator
and the work of nine monitors and the collaboration of about two hundred
and fifty students. Surveys, interviews, observation grids and field diaries
were applied to students with a selective sample.
Keywords: Active Learning, Dropout, Higher Education, Civil
Engineering, Monitor.
Resumen
El método tradicional de enseñanza en la educación superior en Colombia
se centra en memorizar procesos y teorías, tomar apuntes y repetirlos y
poner atención al protagonista permanente del salón que es el profesor. Así
se aparta al estudiante de la construcción del conocimiento y favorece la
deserción estudiantil y la mortalidad académica, lo que impide el desarrollo
de competencias claves para desenvolverse en el ámbito social y laboral.
Esta investigación abordó una metodología de construcción de
conocimiento fuera de estereotipos tradicionales, a partir del aprendizaje
basado en proyectos aplicado en Ingeniería Civil, en varias universidades:
Corporación Universitaria Minuto de Dios-UNIMINUTO, Juan de
Castellanos y Universidad Santo Tomás de Tunja, años 2012 al 2020, en
los espacios académicos Introducción a la Ingeniería y Metodología de
Investigación. Se hizo en diferentes semestres, con la orientación del
investigador principal y el trabajo de nueve monitores y la colaboración de
cerca de doscientos cincuenta estudiantes.
Palabras clave: Aprendizaje Activo, Deserción escolar, Enseñanza
superior, Ingeniería civil, Monitor
Introduction
Higher education continues under the academicist orientation of its
teachers, who turn the acquisition of knowledge into a routine that
privileges note-taking, memorization and an evaluation that is
almost always an exam (Hadgraft and Kolmos, 2020). According to
Perico-Granados, Dávila-Bonilla et al., (2020) the importance of
fostering expertise, as a continuous relationship between theory and
practice that helps the construction of professional knowledge, to
mention only one, is often forgotten. Thus, the possibility of
cementing about thirty different competencies that can be promoted
with the project method is wasted. However, in higher education
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students are faced with doing tasks and assignments that may
become obsolete in less than a decade.
Pozuelos et al. (2021) state that it is necessary to overcome the
classical procedures used for the memoristic and mechanical
transmission of knowledge. It is necessary to apply strategies that
allow articulating the contents, analyzing them, understanding them
and thus constructing knowledge. For Rodríguez-Mesa et al., (2017)
the active participation of students in the construction of knowledge
is evidenced by the fact that with words they forget, with figures they
remember, if they participate they can understand and if the teacher
pushes them the students act.
In the third decade of the 21st century, engineering education needs
to focus learning on students and really prepare them to face the
future (Rodríguez-Mesa et al, 2017). In this regard, reality demands
that students have skills and competencies to face the challenges of
the fourth industrial revolution, which is not compatible with
traditional curricula that revolve around the teacher and do not
consider social and professional needs.
Regarding the poor implementation of practical processes in higher
education, the Association of Civil Engineering Faculties of
Colombia, ACOFI (2010) reports that, for the construction of
knowledge, this education does not take into account the importance
demanded by the needs of today's society, so that learning often lacks
leadership, interdisciplinarity and teamwork. In this regard, the
challenge remains for academics to establish methods to build
appropriate knowledge.
In accordance with the above, it is considered necessary that a civil
engineer begins to develop work skills during his career, such as the
ability to identify and solve the problems that today's world
demands, as well as the development of personal skills that allow
effective communication, promote ethical behavior, development of
autonomy for decision making and socio-environmental
responsibility increasingly important considering the problems
facing the world today (ACOFI, 2010).
On the other hand, in 2013, Colombia had a dropout rate of 44.9%
in university education programs. In that year, in the first semester
only the highest dropout rate was recorded in technical and
professional education with approximately 34%. In the field of
engineering, architecture, urban planning and related fields, in
Colombia a dropout rate of about 44% was found, during 2015.
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Departments such as Boyacá have records above that with a rate
above 45%, in the same year. Then, it is essential to use new
pedagogies and new didactics that allow the students to be
enthusiastic in order to decrease these indicators, such as the project
method (Guerra et al., 2017). These aspects urge the search for
strategies that allow students to play a leading role for greater
motivation and interest in professional training.
In the cases studied, the first four semesters of the civil engineering
programs are mainly taught basic science subjects, which focus on
theories and methods. There is little application to the professional
field for which they are being trained and the didactics that are
worked on, mostly lack motivation for autonomous learning (Perico-
Granados, Umba et al, 2020). In the same way, few learning
environments are elaborated, with a low number of activities,
different from those of the classroom, that allow the student to
approach the field of civil engineering and that help him/her to
propitiate the development of communicative skills. Students with a
good academic performance are observed, but at the same time it is
not easy for them to speak in public (Perico-Granados, Dávila-
Bonilla, et al., 2020).
It was decided to apply the project method in the research to promote
the construction of the competencies of the engineering profession
and in parallel to cement the human competencies that are very
useful to engineers during their personal life and professional
performance. The work focused on the contributions that the
monitors can generate in the different processes, as collaborators of
the teacher in the field work and in the laboratories. Students,
monitors, laboratorians, teachers and the main researcher were
involved in a team work with defined purposes to optimize the
construction of knowledge.
Satisfactory results were found in the implementation of this
methodology, which were recognized by students, monitors and
teachers, since they are processes that allow building knowledge and
forging professional and personal competencies. Among these are
autonomy, teamwork, decision making and respect for what is
different and labor competencies such as the recognition and good
use of laboratory equipment and tools, with the appropriate use of
the language of engineering and especially with the development of
communication skills.
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Materials and methods
The research was carried out in three universities: Corporación
Universitaria Minuto de Dios-UNIMINUTO, Fundación
Universitaria Juan de Castellanos and Universidad Santo Tomás de
Tunja, in the Civil Engineering programs. Students were involved in
projects of the profession and in practices of the environment,
aspects that sometimes ask them to face problems of different kinds,
including ethical ones, related to social needs. Then, they must learn
to act, based on reflection on changing situations with a certain
degree of uncertainty (Hadgraft and Kolmos, 2020).
It was decided to work with project-based learning, which promotes
teamwork, among other characteristics, and students change the
traditional actions summarized in listening and reading about generic
concepts. They, with the method apply theory to solve real-life
problems, allowing these to establish the relationship between the
work they develop and the professional world beyond the academic
(Gonҫalves, 2014), (Perico-Granados et al., 2019).
Within the educational classification, project-based learning is
immersed in active learning, with a great protagonism of the student,
who has to solve real and genuine problems. Teachers and monitors
always acted as guides and avoided active participation. They only
did so when necessary, in moments of feedback or when students
were getting off track. In this regard, this strategy is based on
democracy and participation, it offers students independence,
autonomy and responsibility in the construction of knowledge, since
they make decisions about what, how, when and why to learn
(Rodríguez-Mesa et al., 2017).
In the same sense, the teacher changes his role in the construction of
knowledge, since he does not act as a transmitter of concepts, but
becomes the guide, who guides the student to find the solution to the
problem that prompted the research, in which he applies the
knowledge acquired in the subjects (Reverte, et al., 2007). It is worth
mentioning that project-based learning helps to develop skills for
good teamwork, to plan the time and the work to be carried out, to
know effectively the processes to be executed. It also promotes
autonomy to make decisions appropriately throughout the process.
Then, projects with these purposes turn out to be more motivating
for students, aspects that are usually reflected in their interest in the
subjects they study and finally in their academic performance,
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elements that prepare them much better for their work performance
(Kolmos et al., 2021).
In the same way, the method allows students to approach with their
field and laboratory activities to the activities they will encounter in
their professional work, for which they are preparing. It significantly
increases the motivation for their own training and their commitment
to study, since the projects become challenges that awaken the skills
and creativity to build real solutions to real problems, acquiring
human and professional skills (Perico-Granados et al, 2017),
(Kolmos et al., 2021).
In terms of the principles of project-based learning, common
approaches can be found, despite the variation in the models that are
implemented. On the one hand, there is the approach to learning that
is oriented to problems and the student's experience, an aspect that
calls for a more thorough analysis to solve it. On the other hand,
there is the approach to content, taking into account that
interdisciplinary learning is sought, in order to go beyond the
traditional limits of the subjects. Finally, the social approach that
translates into teamwork and autonomous learning, where there is
dialogue and communication, a space in which students learn to
share knowledge and organize processes together in the search for
solutions (De Graaff, Kolmos and Du, 2017).
The project-based learning method, for this research, was
implemented in the construction of knowledge with students in the
first semesters of the Civil Engineering programs of the three
universities mentioned above. The principal investigator together
with the teachers at different times, specified the aspects of the
method to work and during the work period there was interaction
with the monitors, young researchers, laboratorians and in almost all
of them with members of the communities affected by the problems.
Thus, the teachers urged the students to form working groups of
three people each, to identify a problem in their immediate
environment, related to their profession, with the guidance of the
teacher.
The problems encountered, studied and analyzed in the projects are
related to road geotechnics, building pathologies, deficiencies in
drinking water supply, sewage contamination, solid waste disposal,
vegetation cover and landslides, among others. The projects were
worked on during one semester and in some cases in two, obtaining
results expressed in team presentations and good quality written
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reports. In this way, decision making and autonomy in the different
processes that were carried out during this time were cemented. In
this aspect, decision making by the students becomes a requirement
to take ownership of the project and thus become more motivated by
its development (De- Graaff and Kolmos, 2007).
The method was implemented between 2012 and 2020, during which
time nearly one hundred and ninety projects were carried out with
students, with the guidance and collaboration of seven teachers from
different academic areas, the follow-up of nine monitors and the
support of five laboratorians, at different times, in the three
educational centers. In one specific case, there was the collaboration
of a monitor, who participated in the follow-up of about sixty
projects during three years. In this way, evidence could be collected
more effectively and the contribution of his participation in the
process could be established, based on the fact that he had experience
in the development of the method and in several subjects in which
the method was implemented. Surveys, interviews, workshops,
observation grids and a field diary were applied. The information
was triangulated and the results and conclusions presented in this
research were obtained.
In all cases, the students were motivated to explore their
environment to find engineering problems that they were interested
in investigating. In the few cases in which they did not find them,
the researcher presented a list of possible problems so that they could
take them from there. This covered the various fields of the
profession and each group had the autonomy to choose the topic they
thought best to develop the project. The projects followed the
methodology used in these university centers, from an excellent
construction of the problem, state of the art, elaboration of objectives
and theoretical framework, to methodology, schedule and budget
(Perico-Granados, Caro-Camargo et al., 2015), (Perico-Granados,
Garza et al., 2020). Likewise, the execution of the projects was
carried out with a variable duration, depending on the case.
In 90% of the projects, students were taken, with the guidance of
teachers and the accompaniment of monitors, to take field samples
of geotechnical, structural, water, or solid waste. In this way, they
had an approach to professional work, which was deepened with
laboratory tests and then with the analysis of the results. The teacher
guided them and the monitors, in the absence of the teacher, to
investigate in the books the concepts to put against the data obtained
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and to find by their own means the conclusions that they themselves
built. The field work was complemented with visits to construction
sites under construction and in a few cases to others already
completed.
The monitors always made the students keep in mind the application
of the technical standards for the elaboration of the laboratory tests,
taken to the soils of the areas studied and to materials such as asphalt
and concrete. Among the main ones worked with the students are the
Colombian Technical Standard (NTC), the INVIAS (National Roads
Institute) and the American Society for Testing Materials (ASTM)
standards. The laboratory tests were carried out with the help of
laboratorians from the three universities and with the
implementation of the experimental work guides. However, the
students played a central role in all processes and activities.
The main tests carried out were related to the characterization of
materials and the obtaining of their strength properties. Among
them, the following stand out: granulometry by sieving, obtaining
consistency limits, simple compression, direct shear, concrete
compressive strength, design of cold mixes with asphalt emulsion,
stability and flow of hot asphalt mix, with the use of Marshall
equipment, and granulometric analysis of aggregates extracted from
applied asphalt mixes, among others. In this way, the students, with
the timely guidance of the monitors, began the construction of the
expertise, as the symbiosis of theory and practice.
At the end of the development of the projects, in order to evaluate
the impact of the application of the method, with the active
participation of the monitor, in the students' training during the
process, a survey of ten (10) questions was applied, focused on
evaluating the effectiveness of project-based learning. Likewise, the
development of personal and professional competences was
measured, as well as the students' interest in the professional field,
the ease of remembering the knowledge obtained in the process, the
decrease of academic desertion, the relevance and effectiveness of
the inclusion of monitors and the help provided by the monitors
during the progress of the projects, among others (Miranda, 2016).
Results
As a result of the application of the method with the collaboration of
the monitors, in the three university centers, several positive results
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were obtained, but the first three aspects stand out: first, the
remarkable relationship established between theory and practice
during the construction of knowledge in the various fields of
engineering, considered in the development of the projects. These
elements created in the students a greater closeness to the language
and professional practices. Secondly, the excellent communication
and interaction of the students with the monitors, aspects that
allowed a better construction of knowledge and facilitated good
teamwork. Finally, there was a notable increase in learning for a
greater amount of time, as permanent support in the process carried
out by the monitors, given their experience and knowledge in the
work that was carried out, with the accompaniment during sampling,
laboratory tests and field trips.
Project-based learning was implemented specifically in the
academic spaces of Introduction to Engineering, Research I,
Research II, Research Seminar and Degree Seminar, in several
semesters of the curriculum, in the three university centers. Of the
one hundred and ninety projects that were worked on, to evaluate the
results, 50 projects were selected from the years 2013 to 2019 and
one hundred and thirty students participated in them to take
information from surveys, interviews, field diary and information
grids (Miranda, 2016), (Perico, 2017), (Perico-Granados, Dávila-
Bonilla et al, 2020). In this regard, the variety of topics developed in
the projects allowed the students to have a broad overview, close to
the reality of the civil engineering profession. Figure 1 shows a
sample of projects executed during the process of applying the
method, with the contributions of the monitors.
Figure 1. Examples of projects developed with the project-based
learning method in Civil Engineering.
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In all the projects, the monitors were in charge of explaining to the
students the use of instruments, tools and equipment to take samples
in the field and transfer them appropriately to the laboratories. They
also specified the procedures to be followed during the laboratory
practices, observing the technical standards to be applied in each
activity. They were aware of the distribution of work equipment to
avoid accidents and for the proper development of the projects.
About 96% of the students expressed their satisfaction with the use
of the method, its usefulness in their professional training and the
support they found in the monitors. They emphasized the
development of communication skills, especially in public speaking,
and gave relevance to the use of terminology in the field of civil
engineering. Regarding human competencies, students considered
teamwork and personal growth aimed at autonomy training as the
most relevant for all processes, such as decision making and respect
for the diversity of thoughts. In this regard, engineers require an
increasingly demanding profile, with transversal competencies such
as teamwork, autonomy, critical thinking, creativity and the ability
to take risks and solve problems (Gonҫalves, 2014).
Asphalt upgrading
with tire and glass
waste
2014-I
At the Tunja
airport, pavement
cores were
extracted and
analyzed in the
laboratory.
The strength of the
cores was obtained,
and the low cost
and fast production
of the asphalt
design with tire and
glass waste was
appreciated.
Pedestrian road from
the governor's house-
viaduct UPTC-
medicine, Tunja.
2014-II
Se tomaron
muestras de suelo
para analizarlos en
laboratorio y se
llevó a cabo el
levantamiento
topográfico con
cinta y jalón.
Ideas and designs
related to
pedestrian safety
were proposed.
New construction
materials, from rubble.
2019-I
Cylinders were
made from
recyclable
demolition
material. They
were analyzed
based on
laboratory studies.
Excellent results
were obtained to use
the RCD for gravel
and reduce
contamination.
Mass removals in Tras
del Alto
2019-II
Visits were made, soil
samples were taken for
laboratory tests and
analysis to determine
the type of soil and to
study the possibility of
landslides.
Indicators of possible
landslides were found
and gave rise to a study
to set up early
warnings.
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Additionally, it was found that around 90% of the students felt a
greater motivation and interest in the development of the project,
since they were able to choose in group the subject they wanted to
address, actively committing themselves to their own learning. Cases
were found of students who, in the fourth semester of Civil
Engineering, had the intention of dropping out of the program
because they did not find answers to their professional field in the
subjects they had taken. With the projects, the accompaniment of the
monitors and the positive comments during the process, especially
their approach to the real work of the profession, they decided to
continue with enthusiasm their professional training process.
Another example of the positive effect of this method with the
accompaniment of the monitors was found in the decrease of the
percentages of academic mortality. In one of the educational centers,
the percentage obtained in the subject of Study and Research
Workshop in 2008, recorded a mortality of 28%. With the percentage
obtained in the subject of Introduction to Engineering in the year
2016 obtained a mortality of 2%. The change is only the name of the
subject since it kept the same contents and was directed by the same
teacher as in 2008. It should be noted that in 2008, traditional
teaching was applied and the student evaluation was carried out with
the Icfes proposals and in 2016 the method applied is project-based
learning (Perico, 2017). In the information obtained in the
instruments used, the students recognized the importance that the
guidance and accompaniment of the monitors had during the
process, mainly to explain and motivate them throughout each
project.
The students emphasized that the knowledge they obtained during
the development of the project, they remember more easily, since the
learning did not lie in a memorized concept, but in putting theory
into practice, so that finally they add to their training experience and
not only axioms. According to students, project-based learning
revolves around deep learning and critical thinking, in which they
can be contextualized on real life, through the theory-practice
relationship (Gonҫalves, 2014).
The role of the monitor is based on establishing a closer relationship
with the student, supporting the teacher in the process, especially in
activities such as sample taking, laboratory tests, field work and site
visits. Regarding the work done by these actors of knowledge, three
fourths of the students consider that they did an excellent job and
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supported the teacher in the development of the subjects. In this
regard, three out of four students propose that the project method be
implemented in more subjects and that the monitors become a help
in all of them.
In the three university centers there are different ways of motivating
the participation of students to develop the activities of monitors.
However, what was found is that in addition to the important
contribution to the construction of the students' knowledge, in
practice and in theory, they, the monitors, are the ones who benefit
most from the process because they continue learning from the
experiences and concepts they investigate. They, with patience and
concrete and timely explanations, achieved an adequate interaction
with the students. They were an important part of the work teams,
since the students found in them the help to overcome the difficulties
that arose throughout the development of the project. In this way,
they guided both the analysis of results and the search for the most
appropriate solutions to the problems posed.
The teachers also emphasized the relevance of the work of the
monitors, who they consider as actors closer to the students, who
help solve problems when faced with new experiences in the
construction of knowledge, especially at the beginning of
professional training. In addition to the work described above, the
monitors develop and update new laboratory testing and sampling
guides to improve the processes.
Discussion
During the development of project-based learning in the different
academic spaces, the advantages provided by this method in the
process of knowledge construction were evidenced, with the
contribution of the monitors. In this way, human and professional
competencies are developed and it allows to reduce dropout and
educational mortality. Students become the main actors,
encouraging critical thinking and greater confidence in the
application of knowledge. The monitors promote autonomy in
decision-making to face the real problems faced by a professional in
the course of their work, which leads them to become even more
interested in their careers and to take responsibility for their own
training.
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The method promotes teamwork and leadership skills in students,
important skills that are constantly sought after in the recruitment of
personnel, since the Civil Engineer must be able to face the risks that
may arise in the projects he/she carries out and at the same time take
the initiative to seek effective solutions to help solve problems, so
active professionals are required, considering the needs and the
constant change of today's world.
Students have a better approach to the basic knowledge of the
subject, since they do not finish the course only with memorized
concepts, but they obtain results as a result of the experience, and the
mere fact of relating them to real practices allows them to remember
them better, as well as a better handling of the language of the
professional career.
The role of the monitors during the process helped the students to
have a closer support during the execution of their projects. They
clarified concepts and procedures for the practices necessary for the
search for solutions. They established knowledge feedback during
the implementation of practical and theoretical processes and
procedures for learning. They themselves also developed human and
work competencies that strengthen their professional training.
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