Transformations in meaning perspectives in engineering students. An approach from pedagogical practices Transformaciones en las perspectivas de significado en estudiantes de ingeniería. Una aproximación desde las prácticas pedagógicas

Abstract

This research aimed to understand the influence of pedagogical practice on changes in the perspective of meaning from implementing a transformative pedagogical strategy in a mathematics class of an engineering faculty. The implemented strategy is framed within the transformative learning approach, which conceives learning as a meaning-making process. In this sense, the transformation was examined within the framework of pedagogical practice, highlighting the affective, intersubjective, and contextual aspects of learning. In the study, which was qualitative, a pedagogical strategy was implemented during one academic semester with the participation of one teacher and 19 students. The strategy included oral and written forums, class projects, and self-recording of the learning process. Two focus groups were conducted with students, one at the beginning and one at the end of the strategy, and an interview with the teacher. A thematic analysis was carried out to organize the qualitative data. This analysis yielded four central transformation themes: contextualization and applicability of content, classroom communication, emotional co-regulation, scaffolding, and use of learning resources. The research showed that a transformational strategy in mathematics promotes transformation in students and their engagement in the activities and encourages significant changes in the teacher's pedagogical practice.