Didactic conception for the development of scientific-technical thinking in the Hydraulic Engineering course

Abstract

The research proposes a novel Didactic Conception that seeks to transform traditional teaching methods, encouraging active learning, practice in real environments, and the development of critical and creative skills. In addition, it recognizes the diversity of learning styles, suggesting that adaptation to these differences is crucial for effective learning. For the development of the research, theoretical and empirical methods were used in their dialectical interrelation, which allowed identifying the existing deficiencies and proposing the solution. The information for the diagnosis is obtained from the application of different empirical methods such as surveys, interviews, observation and document review. The population studied corresponds to 27 intentionally selected second year students of Hydraulic Engineering at the University of Ciego de Avila. The results obtained with the application of the methods showed that there are deficiencies in the teaching-learning process of the General Physics discipline in the Hydraulic Engineering course for students to develop scientific-technical thinking based on their learning styles. The research is based on the guiding idea of organizing the teaching-learning process of Physics from the logic of scientific activity, work and professional activity to develop in students the characteristics of scientific-technical thinking, ensuring that everyone has the opportunity to develop their potential. The Didactic Conception is submitted for evaluation to experts and is implemented in the academic years 2023 and 2024, with satisfactory results.