Abstract:

In the context of university education in engineering, little attention has generally been paid to learning theories and what they tell us about how students learn more and better. Consequently, adapting the theoretical and practical units in order to stimulate and develop a deep learning is totally necessary. In this line, the present experience works with the constructivist theories of learning, each with its contributions and nuances, to turn around the way of teaching (and learning) the theoretical and practical concepts in a subject of Civil Engineering. Before this improvement, there was no connection or coordination between the theoretical and practical classes. Disintegration and fragmentation of information without any sense promoted superficial learning and serious difficulties for awaking motivation on students. This article shows a new learning experience integrating the constructivist ideas of learning. From Ausubel with meaningful or significant learning to Vygostky with the zone of proximal development. It also includes competency-based learning, including transversal competence of critical thinking. All of this integrated under the Biggs’ model of constructive alignment, with the aim of coordinating and organizing the practical and theoretical classes within the subject of tall buildings taught at the Civil Engineering School of the Universitat Politècnica de València for degrees of Master in Civil Engineering and Master in Concrete Engineering. The results obtained provide teachers with the weak points that should be reinforced, as well as the strengths such as the achievement of deep learning and the level of confidence of the students with respect to the new knowledge and skills they develop. All this without overloading the work of professors or students.

Keywords:

Meaningful learning, significant learning, constructive alignment, deep learning, zone of proximal development, motivation, transversal competences.