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Teaching Strategies and their Implication in the Significant Learning of the Concept of Derivative in Engineering Students/Las estrategias docentes y su implicacion en el …

Abstract:

Introduction: This article intends to determine the teaching strategies used to promote the significant learning of the concept of derivative in engineering students. For this, it was theoretically based on Ausubel, Diaz and Hernandez, among others. Materials and methods: It was framed by a quantitative methodology, being a descriptive research with a cross-sectional, field design. A population census of seven professors teaching Calculus I from the School of Engineering at the Universidad del Zulia was considered. The data collection technique was the survey and a questionnaire of 42 Likert-type items was designed as an instrument, with high reliability of 0.899 according to the Cronbach; s alpha method. For data analysis, descriptive statistics by means were used. Results: It was obtained as a result that professors sometimes use strategies to promote significant learning. Conclusions: Given the results obtained, it …