Abstract:

One of the major concerns of the Technological Faculty, Universidad de Santiago (Chile) is the transformation that occurs in education worldwide, where there is a very powerful intervention of technology in everyday life of students, which set a new student. This contrasts with the low level of transformation of our educators, finding ourselves in class with a clash of two different generations in their perception of what to learn and what to teach. Certainly, this creates duality untying teaching learning, a generation that is able to find much information through technology, reviewing large databases with information formatted and often even discussed, while another generation keeps their perception to be the center of information. This phenomenon has the appearance as an important element in the kind of longer and more frequent than before silences. Consequently, interactions of the class dropped dramatically, the latter is called dynamic class, however it is more descriptive to define the class as metabolism. While the dynamics just described the existence of interaction, metabolism describes the existence of these actions for achieving a goal. This phenomenon was the subject of reflection within the academic community of faculty, leading to the implementation of a pilot project to establish methodologies that trigger this metabolism, diminished today. The subject intervened of Food Engineering II were operated to period 2010-2012, in three formative semesters and was used as a comparative means six semesters since 2009. Using indicators allowing metabolism observed in class and changes over time. The results were particularly novel finding an increased metabolism of the class in the period 2009-2012, which will implement these methodologies to other subjects to achieve reconnection duality of teaching learning.

Keywords:

Participatory methodologies, Dynamic Class, Learning, Teaching, Innovation.