Abstract:

A methodological strategy of teaching-learning is presented by means of which future professional performance is simulated in two of its scenarios, the congress and Final Project. With a constructivist focus, a sustainable, cognitive learning methodology is applied in a basic subject (Physical Foundations) of a Computer Science Degree. The realization of the simulations allowed us to verify that the students are able to carry out sustainable cognitive learning in subjects that had not been imparted previously by the professor. From the meaningful learning perspective, the role played by the student and the professor as facilitator in the elaboration of the knowledge is stressed. An appropriate balance that should characterize the teaching-learning process is established where learning is the fundamental performance objective. This methodological strategy permits, at the same time, a notable increment of study in the subject fundamentals, a more accessible approach to the technological applications of the subject and a reduction in the overwhelming amount of information which often, instead of increasing knowledge, has exactly the opposite effect. This methodology is applicable to any branch of science and engineering.

Keywords:

Learning models, cognitive learning, cognitive resources, metacognition, learning strategy.