APRENDIZAJE DE LA HIDRÁULICA EN ESTUDIANTES DE INGENIERÍA MEDIANTE UN DIÁLOGO ARGUMENTATIVO

Abstract

This article describes the experience with agroup of engineering students, in which they constructhydraulics knowledge based on the analysis of paradoxicalsituations that are presented to them with cases situated in ahistorical situation. The intervention shows how creating aclassroom environment appropriate to the development ofargumentation, each student learns from her or his priorknowledge and by a dialogical interaction with the teacherand the other classmates. Argumentation is thus presentedas an alternative for the construction of science knowledge.The willingness of students and teacher are key in thisprocess and in particular that both parties assume theirrespective roll, students as producers of knowledge and theteacher as a promoter, guide and counselor.Index Terms ⎯ Argumentation, Hydraulics, engineeringstudents.