Utilizando la Plataforma 3DExperience, la Universidad Nacional de Colombia midió el impacto de la metodología PBL (Aprendizaje Basado en Problemas) en estudiantes graduados a través de un curso de la metodología de 64 horas. Para el estudio participaron 24 estudiantes de posgrado, entre diferentes disciplinas de ingeniería. Después de la formación en ABP, se recogieron las opiniones de los Vea los resultados y la discusión en el artículo completo haciendo clic en estudiantes y se analizaron los resultados mediante métodos cualitativos aquí.

Abstract
Like worldwide, at the Universidad Nacional de Colombia, by the Direction of the Engineering Faculty, there is a growing interest in modifying the traditional lectured-based teaching model. A PBL course was designed to encourage problembased learning (PBL), and to improve teaching practices within graduate students. In the PBL course participated students who were teaching assistant at the engineering program. Often, graduate students have their pedagogical training by imitation due to their formation process; therefore, they don’t have pedagogical knowledge. The course was organised in two parts: the first one focused on issues about learning and philosophical theories of learning as a teaching model, using lectures and workshops. The second part was to learn PBL using the PBL model to do so. The 64-hour course was done in the second half of 2015. It had the participation of 24 graduate students, between different disciplines of engineering. After students had been training, we collected student views from both, PBL course program and the importance of PBL as a method for undergraduate students learning. The results were analysed by qualitative methods.

Autores: Fernando J. Rodriguez, José Ismael Peña Reyes.

Utilizando a Plataforma 3DExperience, a Universidad Nacional de Colombia mediu o impacto da metodologia PBL (Problem-based Learning) nos alunos de pós-graduação através de um curso sobre a metodologia de 64 horas. Para o estudo, participaram 24 alunos da pós-graduação, entre diferentes disciplinas da engenharia. Após o treinamento de PBL, opiniões dos alunos foram coletadas, e os resultados foram analisados ​​por métodos qualitativos. Confira os resultadas e a discussão no artigo completo, clicando aqui.

Abstract
Like worldwide, at the Universidad Nacional de Colombia, by the Direction of the Engineering Faculty, there is a growing interest in modifying the traditional lectured-based teaching model. A PBL course was designed to encourage problembased learning (PBL), and to improve teaching practices within graduate students. In the PBL course participated students who were teaching assistant at the engineering program. Often, graduate students have their pedagogical training by imitation due to their formation process; therefore, they don’t have pedagogical knowledge. The course was organised in two parts: the first one focused on issues about learning and philosophical theories of learning as a teaching model, using lectures and workshops. The second part was to learn PBL using the PBL model to do so. The 64-hour course was done in the second half of 2015. It had the participation of 24 graduate students, between different disciplines of engineering. After students had been training, we collected student views from both, PBL course program and the importance of PBL as a method for undergraduate students learning. The results were analysed by qualitative methods.

Autores: Fernando J. Rodriguez, José Ismael Peña Reyes.