Estrategias pedagógicas para el desarrollo de competencias profesionales logísticas, en estudiantes de Ingeniería Industrial de la Universidad Autónoma de Colombia

• Autores: Martha Ruth Mendoza Torres
• Lectura: En la Universidad Privada Norbert Wiener ( Perú ) en 2017
• Idioma: español
• Enlaces
  • Tesis en acceso abierto en: hdl.handle.net
• Resumen
  • español

    El objetivo de esta investigación fue establecer cuales estrategias pedagógicas aplicar para facilitar el desarrollo de competencias profesionales logísticas en los estudiantes de Ingeniería Industrial de la Universidad Autónoma de Colombia. Sus bases filosóficas y pedagógicas fueron empirismo, idealismo trascendental y pragmatismo, y constructivismo, socio-constructivismo y aprendizaje significativo. Y las estrategias pedagógicas, enseñanza situada y aprendizaje por experiencia. Fue descriptiva y cuasi- experimental, con dos poblaciones de estudio: 30 estudiantes que ya habían cursado Logística, que respondieron cuestionarios para identificar estrategias aplicadas y determinar el grado de desarrollo de las competencias logísticas, alcanzado. Y 19 estudiantes cursando la asignatura y sujetos a un cuasi experimento GE- O1-X-O2 pre-prueba - juegos de roles y simulación- pos-prueba estrategias de aprendizaje por experiencia.

    Las estrategias aplicadas mayormente eran discursiva, aprendizaje basado en problemas ABP y análisis de casos ABAC. La menos aplicada, aprendizaje por experiencia. El grado de desarrollo encontrado 60.9%, inferior al 70% requerido. Para el grupo del cuasi experimento, el grado pre- prueba fue 63,8% y pos-prueba 79.3%, con mejora del 24.4%.

    Esto demuestra que estrategias pedagógicas de aprendizaje por experiencia, facilitan el grado de desarrollo de las competencias profesionales logísticas en los estudiantes.

  • English

    The country requires industrial engineers with skills to manage logistics processes in supply chains. Then, the purpose of this research was to establish what teaching strategies applied to facilitate the development of these competences in the students of Industrial Engineering from the Autonomous University of Colombia. The philosophical bases were empiricism, transcendental idealism and pragmatism with regard to pedagogical schools of constructivism, socio-constructivism and meaningful learning, which agree that the use of situated teaching and learning strategies by experience, facilitate the development of professional skills.

    The research was descriptive and quasi-experimental. According to the methodological design, there were two populations. The first 30 students who had already studied the subject of logistics, which were two questionnaires: one to identify the teaching strategies applied by the teachers in the subject; and another to determine the degree of development of logistics competencies achieved by students. A sample of 19 students answered the first questionnaire, with 95%, 5% significance confidence interval and reliability of 0,914 according to Cronbach Alpha. A sample of 14 students answered the second, with 95% confidence interval, significance 11% and reliability 0.810.

    The second population was 19 students enrolled in the course. Sample size was the same population, because of ethics, it was impossible to divide it into experimental group and control group. A quasi experiment GE-O1-X-O2 were prepared. In it, the educational intervention was a role play and simulation X, of the teaching strategies of situated teaching and learning by experience, which was applied in an interval of time elapsed between pre-test O1 and post – test O2, as a proposal to help improve the degree of development of logistics professional competencies in participating students.

    The results showed that strategies mostly applied by the teachers were the discourse with 97% of answers, PBL problems with 84.2%-based learning and analysis of ABAC cases with 79% and lower application was learning by experience with 15.8% of responses. On the other hand, the degree of logistical skills development had an average of 30.43 on 50 points equivalent to 60.9%, below the requirement of 70% of the country. This result weighted average knowledge of 40 points with the average of actual performance of 14.5 points, indicating the low performance in the latter. These results behaved according to a normal distribution as per the test Shapiro Wilk.

    Students participating in the quasi experiment, obtained in the pre - test an average of 31, 89 on 50 points, equivalent to 63.8% in the degree of development of logistics competencies and the post-test 36, 98 points, equivalent to 79.3%, indicating a percentage of improvement of 24.4% between the two tests. Actual performance obtained an average of 27 in the pre-test and 42 in the post-test, indicative of an improvement of 55.5%. The knowledge obtained an average of 32 in the pre-test and 36 in the post-test, indicative of a 12.5 percent improvement.

    The Wilcoxon test showed equal conditions for the application of tests and medium, with a value of 0.192. The Student of 0.008 t value showed the difference between the two tests. This result confirmed the improvement of the level of skills development, thanks to the X simulation game. Levine test found the similarity of variance since it obtained a value of 0,470. Shapiro Wilk test checked the normal difference between pre-test and post-test. The value of the pre-test p was 0,231, which showed normal. The post-test obtained 0,023, which confirmed the change of behavior of the results and the normality of the same. This showed the improvement of the degree of development of logistical skills, the students who participated in the quasi-experiment.

    In conclusion, these results demonstrated that the degree of development of logistics competencies achieved by students, who had already completed the course, was 60.9%, less than the 70% required by the country's supply chains. The results of the quasi experiment showed that he facilitates the improvement of the degree of development of logistical skills, through the application of learning by experience activities in the classroom. In the pre-test retrieved development was 63.8% and in the post - 79.4% test above the 70% required for the management of logistics processes in the country's supply chains.