Inductive Teaching and Problem-Based Learning as Significant Training Tools in Electrical Engineering

Professional training in engineering is traditionally deductive. Under this approach, curriculum and its development are designed to start with a first stage of theoretical foundation, then, and progressively interact with the application of that theory. However, given the high labor requirements in terms of specific knowledge and skills, and the diversity of students and learning styles, a training with inductive approach may allow a more autonomous growth of the student and greater proximity to solving real problems. In the inductive approach, the contents are introduced by presenting study cases or problems whose solution involves the analysis and discovery of the theories involved. This paper presents an evaluation in a comparative way, in terms of meaningful learning, for electronics courses, on a technique of inductive learning (the problem-based learning (PBL)), compared to previous experiences in traditional training for students of Technology and Electrical Engineering at the District University of Colombia. This strategy of problem-based learning is complemented by the use of technology tools to structure a system of smart pedagogy. In this sense, the use of smart robotic systems becomes a key element in the smart learning, given the development of skills involving intelligence and adaptability. In the end, an analysis of the effectiveness of these two approaches is made from the perspective of learning outcomes.