Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course
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Universidad de Burgos
info
ISSN: 2071-1050
Année de publication: 2020
Volumen: 12
Número: 11
Pages: 4569
Type: Article
D'autres publications dans: Sustainability
Indicateurs
Cité par
JCR (Journal Impact Factor)
- Año 2020
- Factor de impacto de la revista: 3.251
- Factor de impacto sin autocitas: 2.355
- Article influence score: 0.462
- Cuartil mayor: Q2
- Área: ENVIRONMENTAL SCIENCES Cuartil: Q2 Posición en el área: 124/274 (Edicion: SCIE)
- Área: ENVIRONMENTAL STUDIES Cuartil: Q2 Posición en el área: 59/125 (Edicion: SSCI)
- Área: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY Cuartil: Q3 Posición en el área: 6/9 (Edicion: SSCI)
- Área: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY Cuartil: Q3 Posición en el área: 30/44 (Edicion: SCIE)
SCImago Journal Rank
- Año 2020
- Impacto SJR de la revista: 0.612
- Cuartil mayor: Q1
- Área: Geography, Planning and Development Cuartil: Q1 Posición en el área: 174/818
- Área: Renewable Energy, Sustainability and the Environment Cuartil: Q2 Posición en el área: 81/499
- Área: Energy Engineering and Power Technology Cuartil: Q2 Posición en el área: 73/920
- Área: Environmental Science (miscellaneous) Cuartil: Q2 Posición en el área: 94/381
- Área: Management, Monitoring, Policy and Law Cuartil: Q2 Posición en el área: 134/410
CIRC
- Ciencias Sociales: A
Scopus CiteScore
- Año 2020
- CiteScore de la revista: 3.9
- Área: Geography, Planning and Development Percentil: 84
- Área: Environmental Science (miscellaneous) Percentil: 83
- Área: Management, Monitoring, Policy and Law Percentil: 70
- Área: Energy Engineering and Power Technology Percentil: 65
- Área: Renewable Energy, Sustainability and the Environment Percentil: 58
Journal Citation Indicator (JCI)
- Año 2020
- JCI de la revista: 0.56
- Cuartil mayor: Q3
- Área: ENVIRONMENTAL STUDIES Cuartil: Q3 Posición en el área: 111/156
- Área: ENVIRONMENTAL SCIENCES Cuartil: Q3 Posición en el área: 163/306
- Área: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY Cuartil: Q3 Posición en el área: 38/66
Dimensions
(Datos actualizados a fecha de 26-02-2023)- Citas totales: 9
- Citas recientes: 8
- Field Citation Ratio (FCR): 10.2
Résumé
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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