Journal of Technology and Science Education

The Journal of Technology and Science Education (JOTSE) has been created as a contribution to the development and improvement of scientific and technological education by constituting a common space to share experiences to all those who, somehow, are involved in the teaching and learning processes of engineering studies, in all modalities.

This journal aims at publishing two issues a year besides special editions. This scholarly periodical will serve as a meeting space for teaching innovation of the academic community wishing to analyse or observe methodological and pedagogical factors that may influence and enhance the learning experience of engineers.

Focus and scope

Announcements

 

Printed Edition Vol. 12, No. 3 (2022)

  

Printed edition of  Journal of Technology and Science Education Vol 12, No. 3 (2022). Special issue. Training in teaching innovation. Engineering 2030

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Posted: 2022-10-03 More...
 

Printed Edition Vol. 12, No. 2 (2022)

  

Printed edition of  Journal of Technology and Science Education Vol 12, No. 2 (2022)

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Posted: 2022-09-07 More...
 

Printed Edition Vol. 12, No. 1 (2022)

  

Printed edition of  Journal of Technology and Science Education Vol 12, No. 1 (2022)

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Posted: 2022-04-01 More...
 
More Announcements...

Vol 12, No 3 (2022): Training in teaching innovation. Engineering 2030

Table of Contents

Editorial

Editorial: Training in Teaching Innovation. Engineering 2030
Elena Cano García, Beatriz Amante García, María Martínez Martínez
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547-550

ARTICLE

Challenges, difficulties and barriers for engineering higher education
Miguel Valero
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551-566
Assessment strategies in mixed learning applied in IT engineering and mathematics studies
Eloi Puertas
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567-577
Increase in academic performance due to the application of cooperative learning strategies: A case in construction engineering
Elena Cano García, Óscar Rojas Cazaluade
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578-595
Students' perception of digital tools used with online teaching methodologies in a pandemic context: a case study in Northern Chile
Begoña Peceño Capilla, Laia Lluch Molins, Enzo Bonilla Pérez, José Bakit, Niris Cortés Pizarro
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596-610
Enhancing cooperative learning and student motivation with gamification strategies: A case study in industrial engineering
Laia Lluch Molins, Francis Yorka Balbontin Escorza, Nelida Sullivan Campillay
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611-627
Retention of students ahead of the change from virtual to face to face classes: Case study from the commercial engineering department
Ninfa Willans, Cristina Galvan Fernandez
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628-643
A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning
Maite Fernández-Ferrer, Dario Espinoza Pizarro
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644-658