Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course
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1
Universidad de Burgos
info
ISSN: 2071-1050
Argitalpen urtea: 2020
Alea: 12
Zenbakia: 11
Orrialdeak: 4569
Mota: Artikulua
Beste argitalpen batzuk: Sustainability
Adierazleak
Jasotako aipamenak
JCR (Journal Impact Factor)
- Urtea 2020
- Aldizkariaren eragin faktorea: 3.251
- Aldizkariaren eragin faktorea auto-aipamenik gabe: 2.355
- Article influence score: 0.462
- Kuartil nagusia: Q2
- Arloa: ENVIRONMENTAL SCIENCES Kuartila: Q2 Postua arloan: 124/274 (Edizioa: SCIE)
- Arloa: ENVIRONMENTAL STUDIES Kuartila: Q2 Postua arloan: 59/125 (Edizioa: SSCI)
- Arloa: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY Kuartila: Q3 Postua arloan: 6/9 (Edizioa: SSCI)
- Arloa: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY Kuartila: Q3 Postua arloan: 30/44 (Edizioa: SCIE)
SCImago Journal Rank
- Urtea 2020
- Aldizkariaren SJR eragina: 0.612
- Kuartil nagusia: Q1
- Arloa: Geography, Planning and Development Kuartila: Q1 Postua arloan: 174/818
- Arloa: Renewable Energy, Sustainability and the Environment Kuartila: Q2 Postua arloan: 81/499
- Arloa: Energy Engineering and Power Technology Kuartila: Q2 Postua arloan: 73/920
- Arloa: Environmental Science (miscellaneous) Kuartila: Q2 Postua arloan: 94/381
- Arloa: Management, Monitoring, Policy and Law Kuartila: Q2 Postua arloan: 134/410
CIRC
- Gizarte Zientziak: A
Scopus CiteScore
- Urtea 2020
- Aldizkariaren CiteScore-a: 3.9
- Arloa: Geography, Planning and Development Pertzentila: 84
- Arloa: Environmental Science (miscellaneous) Pertzentila: 83
- Arloa: Management, Monitoring, Policy and Law Pertzentila: 70
- Arloa: Energy Engineering and Power Technology Pertzentila: 65
- Arloa: Renewable Energy, Sustainability and the Environment Pertzentila: 58
Journal Citation Indicator (JCI)
- Urtea 2020
- Aldizkariaren JCI eragina: 0.56
- Kuartil nagusia: Q3
- Arloa: ENVIRONMENTAL STUDIES Kuartila: Q3 Postua arloan: 111/156
- Arloa: ENVIRONMENTAL SCIENCES Kuartila: Q3 Postua arloan: 163/306
- Arloa: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY Kuartila: Q3 Postua arloan: 38/66
Dimensions
(26-02-2023 datan eguneratutako datuak)- Aipamenak guztira: 9
- Azken hitzorduak: 8
- Field Citation Ratio (FCR): 10.2
Laburpena
Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed in this article with regard to their first practical experience of FACW methodology in a technical subject, characterized by a highly complex content and a strong link between theoretical and practical concepts. The responses of the students to two blocks of open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that the students raised in relation to FACW could therefore be studied, such as their points of view towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the optimum teaching modality. The results showed that, although the students expressed favorable opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal learning, revealing a clear dependence on formal classroom presentations for the explanation of theoretical concepts. Students considered that theoretical concepts could not be autonomously acquired. Therefore, the application of the FACW teaching methodology to these courses could be especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers with the right knowledge and skills today for tomorrow’s world.
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