Poniendo la ingeniería sobre la mesa: una actividad STEAM de ingeniería reversa y matemática

Jefferson Rodrigues-Silva; Marcela Silva-Hormazábal; Ángel Alsina

doi:10.34019/2237-9444.2023.v13.38877

Authors

Jefferson Rodrigues-Silva Instituto Federal de Minas Gerais, Departamento de Ingeniería Mecánica, Arcos, Minas Gerais, Brasil; Universidad de Girona, Girona, España. https://orcid.org/0000-0002-8334-2107
Marcela Silva-Hormazábal Universidad Austral de Chile, Puerto Montt, Los Lagos, Chile; Universidad de Girona, Girona, España https://orcid.org/0000-0002-1955-1633
Ángel Alsina Universidad de Girona, Departamento de Didácticas Específicas, Girona, Cataluña, España. https://orcid.org/0000-0001-8506-1838

DOI:

https://doi.org/10.34019/2237-9444.2023.v13.38877

Keywords:

Reverse engineering, Problem solving, Sustainability, STEAM education, Primary education

Abstract

Reverse engineering is explored as a didactic strategy for interdisciplinary between engineering and mathematics in primary education. In the first part, we theoretically scaffold STEAM education and Design-Based Learning (DBL) in the sense of reverse engineering. In the second part, we present a STEAM activity plan in which students do reverse engineering of a table and then select materials from a catalogue with contradictory demands of dimensions, price and sustainability. The description of this activity is accompanied by the results of its implementation with 23 students from a Spanish school. The activity is shown to be pedagogically powerful in terms of learning mathematics and engineering. Its simplicity and reproducibility (we provide a worksheet in an editable format) help teachers to understand that engineering is not limited to complex and costly approaches.

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Author Biographies

Jefferson Rodrigues-Silva, Instituto Federal de Minas Gerais, Departamento de Ingeniería Mecánica, Arcos, Minas Gerais, Brasil; Universidad de Girona, Girona, España.

Graduado e Mestre em Engenharia Mecânica (UFSJ). Especialista em Segurança do Trabalho (FAVENI). Doutorando em Educação pela Universidade de Girona (UdG). Professor efetivo do Departamento de Engenharia Mecânica do Instituto Federal de Minas Gerais, Campus Arcos (IFMG). Membro do Grupo de Pesquisa em Educação Científica e Ambiental (GRECA). Linhas de pesquisa centradas na educação STEAM, na engenharia em idade escolar e na formação de professores.

Marcela Silva-Hormazábal, Universidad Austral de Chile, Puerto Montt, Los Lagos, Chile; Universidad de Girona, Girona, España

Graduada em Educação (ULA), mestra em Educação (UDEC). Doutoranda em Educação (UdG). Professora efetiva do Departamento de Especialidades Pedagógicas (UACh). Membra do Grupo de Pesquisa em Educação Científica e Ambiental (GRECA). Pesquisa centradas na educação matemática nas primeiras idades e na formação de professores de matemática do Ensino Fundamental.

Ángel Alsina, Universidad de Girona, Departamento de Didácticas Específicas, Girona, Cataluña, España.

Doutor em Psicologia pela Universidade Autônoma de Barcelona (UAB). Professor titular do Departamento de Didática das Matemáticas da Universidade de Girona (UdG). Investigador Principal do Grupo de Pesquisa em Educação Científica e Ambiental (GRECA). Linhas de pesquisa centradas no ensino e aprendizagem da matemática desde a infância e na formação de professores.

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