Innovation based on active methodologies for learning in the pyrometallurgy course at the Technical University Federico Santa María, Chile

Abstract

This paper describes an innovation in the teaching methodology of the pyrometallurgy course, belonging to the curriculum of Metallurgical Civil Engineering and Materials at the Technical University Federico Santa María, Valparaiso, Chile. The objectives of the research were to determine the most important aspects of the course that required methodological intervention. This resulted in a curricular remodeling that was consistent with the educational model declared by the university. This was then evaluated through the students' perceptions, once the innovations were implemented. The UTFSM educational model seeks to allow students to learn from their experience, permitting them to reflect and develop a critical attitude towards their actions and decisions. In concordance, the innovations implemented corresponded to active methodologies, based on the constructivist model. Students through group activities, individual reflection, plenary discussion and use of thermodynamic software developed an understanding about the effects of operation variables on metal production processes. For the development and implementation of the methodologies, - during the years 2015 and 2016 of master classes - teacher evaluation surveys were regularly conducted to students of pyrometallurgy courses with self-applied guidelines, where they were asked to express their opinions on their learning experience. They could refer to criticisms, improvements and suggestions around the methodology, course content and teaching work. The students’ opinions were analyzed through an evaluation of the content of discourse, within a descriptive exploratory qualitative research design and through quantitative questions. These surveys made it possible to identify learning needs, brought the course's design process and assessment methodology closer to students. The active methodologies, defined from the analysis of the responses given by the students, were implemented during the first half of 2019. This implementation was monitored with surveys similar to those used in 2015 and 2016, where content analysis was also utilized. The results of the present investigation showed that the innovative approach of the course allowed for students to become active participants in the structuring it’s design and methodology. This was consistent with the educational model of the university and the rationalization of the course content. Student´s perceptions regarding content communication, teaching environment and learning level improved significantly regarding the courses given with the master classes. The results indicated that the active methodologies contributed effectively to the participation of students in class, promoted dialogue in group activities and created better learning conditions.