Problem-Based Learning in Hydrology Courses

Authors

  • Maiquel López Silva Universidad Ricardo Palma, Lima, Perú.
  • Dayma Carmenates Hernández Universidad Ricardo Palma, Lima, Perú.
  • Oscar Brown Manrique Universidad de Ciego de Ávila, Cuba.
  • Belarmino Guivala Universidad Eduardo Mondlane
  • Fernando Brazao Tembe Instituto Superior Politécnico de Gaza, Gaza

DOI:

https://doi.org/10.31381/perfilesingenieria.v19i19.5793

Keywords:

STEAM education, science didactics, science learning, Scientific competence, hydrological statistics, Student Evaluation

Abstract

In this article, we developed Problem-Based Learning in Hydrology Courses It focused on the experience of 10 years in the hydrology subjeRct with a sample of 577 students in the Civil Engineering career at Public and Private Universities. The PBL was validated by the Content Validity Index (CVI), analytical survey and Likert scale. An optimal system of teaching-learning and evaluation of students by the thematic unit was achieved. The function of the best positive exponential change and a determination coefficient of 0.77. The survey showed that 84.30% of students have higher motivation for PBL. An efficient CVI with an increasing positive value was achieved for the new PBL criteria. It was concluded that the PBL provides a more empowered and engaging education.

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Published

2023-06-30

How to Cite

López Silva, M. ., Carmenates Hernández, D. ., Brown Manrique , O., Guivala, B. ., & Brazao Tembe, F. (2023). Problem-Based Learning in Hydrology Courses . Engineering Profiles, 19(19), 109–120. https://doi.org/10.31381/perfilesingenieria.v19i19.5793

Issue

Vol. 19 No. 19 (2023): Perfiles de Ingeniería (enero-junio) 2023

Section

Ingeniería Civil

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Copyright (c) 2023 Perfiles de Ingeniería

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