古巴、秘鲁和莫桑比克工程教育的视听方法。

IF 0.7 Q3 ANTHROPOLOGY Visual Anthropology Review Pub Date : 2023-10-17 DOI:10.37467/revvisual.v15.5140

Maiquel López Silva, Dayma Sadami Carmenates Hernández, Gladys Requejo Pacheco, Oscar Nemesio Brown Manrique, Fernando Brazao Tembe, Antonio Salomón Valderrama Romero, Félix German Delgado Ramírez

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摘要

本文探讨了翻转课堂与问题型学习在水文学课程教学中的方法论整合。该研究采用了定量的准实验方法。它被应用于古巴(UC)、秘鲁(UP)和莫桑比克(UM)大学10年来的1846名土木工程专业学生的样本。结果显示，学生满意度最高的是UP，为89.92%。研究结果表明，学习能力与PBL的融合促进了包括一般能力和特定能力在内的终身学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Audiovisual methodology for engineering education in Cuba, Peru and Mozambique.

In this article, the methodological integration of the flipped classroom (FC) and problem-based learning (PBL) in the teaching of the hydrology course was developed. The research is applied with a quantitative, quasi-experimental approach. It was applied to a sample of 1846 Civil Engineering students over 10 years at universities in Cuba (UC), Peru (UP) and Mozambique (UM). The results showed that the best student satisfaction occurred at UP with 89.92%. It is concluded that the fusion of FC and PBL promotes lifelong learning that includes general and specific competencies.

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