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      Reproducción de un ambiente de innovación en el salón de clase. Una estrategia para promover la creatividad en la educación en Ingeniería Química Translated title: Reproducing an innovation environment in the classroom. An strategy to promote creativity in Chemical Engineering education

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          Abstract

          El proceso enseñanza-aprendizaje en la educación universitaria tradicional utiliza estrategias que colocan al estudiante como un receptor de información transmitida por el profesor, la cual es conceptualizada como conocimiento. La realidad en que vivimos requiere generar soluciones de formación que permitan satisfacer las necesidades de los individuos en el desarrollo de competencias o saber-hacer, para dar respuestas a la sociedad, para formar individuos capaces de aprender a aprender y aprender a transferir, preparados para buscar continuamente el conocimiento y capacitados para crear e innovar. En este trabajo se presentan los resultados de la aplicación de la estrategia «Reproducción de un Ambiente de Innovación en el Salón de clase» (RAIS) en asignaturas del currículo de Ingeniería Química, de la Universidad de los Andes, Mérida-Venezuela. Esta es una estrategia de enseñanza-aprendizaje y evaluación donde el estudiante es copartícipe de la construcción y generación del conocimiento, desarrollando las competencias propuestas en la asignatura a través de la ejecución de un producto. La estrategia RAIS fue aplicada en las asignaturas Fisicoquímica para Ingenieros Químicos, Química Industrial I y Laboratorio de Química Industrial, donde los estudiantes obtuvieron con éxito un producto, utilizando el saber-hacer en el área de cada curso. Esta estrategia generó un incremento en la motivación con respecto a otros cursos basados en clases magistrales, y el desarrollo de la capacidad de desenvolverse y encontrar soluciones en ambientes de trabajo con grupos multidisciplinarios. Es importante resaltar que más de un 80% de los estudiantes indicó que la estrategia RAIS contribuye a su desarrollo personal y formación para realizar investigación aplicada.

          Translated abstract

          The teaching-learning process in traditional college education uses strategies that place the student as a recipient of information transmitted by the teacher, which is conceptualized as knowledge. The reality in which we live requires generating training solutions to meet the needs of individuals in the development of skills or know-how to respond to society, to form individuals capable of learning to learn and learning to transfer, prepared to continually seek knowledge and able to create and innovate. In this paper, the results of the implementation of the strategy ‘Reproducing an Innovation Environment in the Classroom’ (RAIS) in courses of the Chemical Engineering curriculum, in Universidad de Los Andes, Mérida-Venezuela are presented. This is a strategy of teaching, learning and assessment in which the student is a co-participant in the construction and generation of knowledge, developing the skills proposed in the course by the execution of a product. RAIS strategy was applied in the courses of Physical Chemistry for Chemical Engineers, Industrial Chemistry I and Laboratory of Industrial Chemistry, where students obtained a finished product using the know-how in the area of each course. This strategy led to an increase in motivation over other courses based on lectures, and the development of the ability to function and find solutions in multidisciplinary groups workplaces. It is important to note that more than 80% of students said the RAIS strategy contributes to their personal development and training for applied research.

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          Grit: perseverance and passion for long-term goals.

          The importance of intellectual talent to achievement in all professional domains is well established, but less is known about other individual differences that predict success. The authors tested the importance of 1 noncognitive trait: grit. Defined as perseverance and passion for long-term goals, grit accounted for an average of 4% of the variance in success outcomes, including educational attainment among 2 samples of adults (N=1,545 and N=690), grade point average among Ivy League undergraduates (N=138), retention in 2 classes of United States Military Academy, West Point, cadets (N=1,218 and N=1,308), and ranking in the National Spelling Bee (N=175). Grit did not relate positively to IQ but was highly correlated with Big Five Conscientiousness. Grit nonetheless demonstrated incremental predictive validity of success measures over and beyond IQ and conscientiousness. Collectively, these findings suggest that the achievement of difficult goals entails not only talent but also the sustained and focused application of talent over time. (c) 2007 APA, all rights reserved.
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                Author and article information

                Journal
                eq
                Educación química
                Educ. quím
                Universidad Nacional Autónoma de México, Facultad de Química (Ciudad de México, Ciudad de México, Mexico )
                0187-893X
                October 2016
                : 27
                : 4
                : 249-256
                Affiliations
                [1] orgnameUniversidad de Los Andes orgdiv1Facultad de Ingeniería Venezuela
                Article
                S0187-893X2016000400249 S0187-893X(16)02700400249
                10.1016/j.eq.2016.07.001
                495c6a48-a70e-49bb-9a48-02d894ad509e

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 10 March 2016
                : 08 July 2016
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 19, Pages: 8
                Product

                SciELO Mexico

                Categories
                Didácticas

                Product learning,Skills in chemical engineering,Creativity,Know-how,Innovation,Aprendizaje por productos,Innovación,Competencias en ingeniería química,Creatividad,Saber hacer

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