Publicación: Metodología Aprendizaje-Servicio en Ingeniería Mecánica en la asignatura Trabajo Fin de Grado
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2022
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info:eu-repo/semantics/openAccess
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Universidad Nacional de Educación a Distancia (España), Universidad Politécnica de Madrid. Departamento de Ingeniería Mecánica
Resumen
El modelo educativo actual en la Educación Superior está regulado por la orden ministerial CIN/351/2009 que establece la profesión de Ingeniería como una profesión regulada y por ello se determinan las condiciones a las que deben adecuarse los planes de estudio. Se han establecido unos requisitos que implican la formación en conocimientos y competencias. Algunas de esas competencias plantean como reto educativo el considerar el impacto social, la ética y el compromiso social en la formación y evaluación de los estudiantes. Se trata de la competencia transversal enunciada como “capacidad para actuar éticamente y con compromiso social”. Dicha competencia está relacionada con los Objetivos de Desarrollo Sostenible (ODS). Es la asignatura “Trabajo Fin de Grado” (TFG) y su particular metodología de trabajo, la que de forma más directa permite al estudiante desarrollar dichas competencias, favoreciendo la adquisición de una conciencia social y un compromiso con los ODS. En este trabajo se analizan diversas modalidades de TFG realizados con la metodología Aprendizaje Servicio (ApS) utilizando distintas estrategias, tanto de planteamiento inicial como de desarrollo. En alguno de los casos se llega a resultados finales tangibles y se analiza la necesidad o no de la obtención de un resultado concluyente. Finalmente se analiza la importancia de un proceso evaluativo a lo largo del desarrollo del Trabajo y a la conclusión del mismo. También se analiza el papel del profesor y la necesidad de mantener presente la intencionalidad social en el proceso del trabajo a lo largo de todas las etapas del mismo, así como la adquisición de las competencias sociales que son objeto del trabajo.
The current educational model in Higher Education is regulated by the ministerial order CIN/351/2009 that establishes the profession of Industrial Technical Engineer as a regulated profession and therefore the conditions to which the study plans must be adapted are established. Some requirements have been established that involves training in knowledge and skills. Some of these competencies suppose an educational challenge to consider the social impact, ethics, and social commitment in the training and evaluation of students. It is the transversal competence enunciated as the "ability to act ethically and with social commitment." This competence is related to the Sustainable Development Goals (SDGs). It is the subject "Final Degree Project" (TFG), and its particular work methodology, which more directly allows the student to develop these skills, favoring the acquisition of social awareness and a commitment to the SDGs. In this work, various modalities of TFG carried out with the Service-Learning methodology are analyzed using different strategies, both initial approach, and development. In some cases, tangible final results are reached and the need or not to obtain a conclusive result is analyzed. Finally, the importance of an evaluative process throughout the development of the Work and at its conclusion is analyzed. The role of the teacher and the need to keep social intentionality present in the work process throughout all its stages are also analyzed, as well as the acquisition of social skills that are the object of the work.
The current educational model in Higher Education is regulated by the ministerial order CIN/351/2009 that establishes the profession of Industrial Technical Engineer as a regulated profession and therefore the conditions to which the study plans must be adapted are established. Some requirements have been established that involves training in knowledge and skills. Some of these competencies suppose an educational challenge to consider the social impact, ethics, and social commitment in the training and evaluation of students. It is the transversal competence enunciated as the "ability to act ethically and with social commitment." This competence is related to the Sustainable Development Goals (SDGs). It is the subject "Final Degree Project" (TFG), and its particular work methodology, which more directly allows the student to develop these skills, favoring the acquisition of social awareness and a commitment to the SDGs. In this work, various modalities of TFG carried out with the Service-Learning methodology are analyzed using different strategies, both initial approach, and development. In some cases, tangible final results are reached and the need or not to obtain a conclusive result is analyzed. Finally, the importance of an evaluative process throughout the development of the Work and at its conclusion is analyzed. The role of the teacher and the need to keep social intentionality present in the work process throughout all its stages are also analyzed, as well as the acquisition of social skills that are the object of the work.
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Categorías UNESCO
Palabras clave
Aprendizaje-Servicio, Compromiso social, Trabajo fin de Grado, Objetivos de Desarrollo Sostenible
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Centro
E.T.S. de Ingenieros Industriales
Departamento
Mecánica