This chapter extends a previous experience of educational innovation carried out at the E.T.S.I. Minas y Energía of the Universidad Politécnica de Madrid, deepening the analysis of the impact that training exercises with controlled errors has on learning. Based on the results obtained in the marks of the evaluable tests in three different subjects, we analyze the impact on learning of a study tool that consists of proposing to students to locate the controlled errors appearing in different exercises and problems. To determine the usefulness of the training tool with controlled errors in student learning, satisfaction surveys were carried out. The collected informa-tion evidences the high degree of satisfaction that students show with this learning methodology, highlighting the feeling of students regarding better learning thanks to its use during study. With this new research presented here, the results previously obtained are validated and the positive impact of this methodology on learning is confirmed. In addition, the achievement of a similar degree of satisfaction in very different subjects and in groups of students from different academic years, demon-strates its versatility, making it a didactic resource applicable in different learning contexts.
This chapter extends a previous experience of educational innovation carried out at the E.T.S.I. Minas y Energía of the Universidad Politécnica de Madrid, deepening the analysis of the impact that training exercises with controlled errors has on learning. Based on the results obtained in the marks of the evaluable tests in three different subjects, we analyze the impact on learning of a study tool that consists of proposing to students to locate the controlled errors appearing in different exercises and problems. To determine the usefulness of the training tool with controlled errors in student learning, satisfaction surveys were carried out. The collected informa-tion evidences the high degree of satisfaction that students show with this learning methodology, highlighting the feeling of students regarding better learning thanks to its use during study. With this new research presented here, the results previously obtained are validated and the positive impact of this methodology on learning is confirmed. In addition, the achievement of a similar degree of satisfaction in very different subjects and in groups of students from different academic years, demon-strates its versatility, making it a didactic resource applicable in different learning contexts. Read More
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