Mapeo del conocimiento para la enseñanza interdisciplinaria en ingeniería

Abstract

The primary objective of the present study is to analyze the conceptual and methodological relevance of knowledge mapping for interdisciplinary teaching of structuring concepts in engineering, education, and basic sciences. The design implies the application and validation of the continuous improvement cycle, the plan-do-check-act (PDCA), where knowledge mapping was inserted as a strategy to strengthen interdisciplinary core thinking about power systems in electrical engineering students. The results show that the integrated teaching of these disciplines, from a constructivist approach, can be strengthened with knowledge maps of conceptual nature, contributing to the improvement of academic performance and process quality. It is concluded that students confer meanings to the network of emerging conceptual relationships through graphic representation. In addition, this is a guide for the instructor about the different mediation itineraries by which she/he builds an integrative knowledge.