Universidad Politécnica de Madrid (SPAIN)
About this paper:
Appears in: EDULEARN20 Proceedings
Publication year: 2020
Pages: 6781-6786
ISBN: 978-84-09-17979-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2020.1764
Conference name: 12th International Conference on Education and New Learning Technologies
Dates: 6-7 July, 2020
Location: Online Conference
Research-Based Learning (RBL) is a methodology in which students can improve their level of competences through the direct application of the scientific method, so that knowledge, skills, and attitudes in scientific matters are assimilated through their participation in a real research process.

It is an active methodology that focuses on the student, the research process, the reflection, and analysis of data and the ability to self-criticism. This way of intervening in the classroom has its origin in the USA where it was proposed to improve the training of students in universities, developing scientific literacy in which pedagogical activities were linked to research within the classroom. Thus, the need to train professionals in the scientific-technical areas that are capable, not only of replicating knowledge but also of creating technologies, forms of analysis, and giving visibility to the research carried out is increasingly evident.

Regarding technical education for undergraduate students, research-based learning presents a didactic approach that allows the use of active methodologies, fostering creative research and linking doctoral programs with teaching within the classroom. Besides, it allows adapting the teaching work and practices to the concerns of the students, promoting the management of ICTs in class and the inclusion of simulation tools and open source software for obtaining and interpreting data. For the specific case of this work, during the research activities carried out with students of the degree in Building of the Polytechnic University of Madrid, training in transversal competencies was promoted, such as verbal communication and public presentation, the writing of scientific texts, the capacity for analysis and self-evaluation, the research initiative by students and the management of tools and software for simulation and data processing.

This paper presents the guidelines for implementing the Research-Based Learning methodology in university classrooms. Thus, the main objective is to provide university professors with the necessary tools to carry out academic planning based on research, without deviating from the curricular contents required of their subjects. As an example, the practical application of the Arduino tool for monitoring and understanding of physical phenomena in technical education for undergraduate and postgraduate students in the Building is proposed. The workplaces specialy emphasised on the processes of evaluation and follow-up of the students to favor the continuous evaluation and the sequential acquisition of knowledge.
Research-Based Learning (RBL), Arduino, Innovation, University Teaching.