Pedagogical experience

learning from error in the development of engineering competencies

Abstract

This work describes a pedagogical experience implemented in a first-year Algebra course for engineering careers at the National University of Mar del Plata (Argentina). Within the framework of the flipped classroom methodology, an error analysis activity on complex numbers was designed and carried out, in which students were required to detect, justify, and guide the correction of erroneous solutions produced by anonymous students from previous cohorts. The objective was to promote an active student role and support the initial development of generic engineering competencies. After the activity, students responded to a metacognitive prompt regarding their own learning. Qualitative analysis of the responses reveals a positive assessment of the experience by the students; most acknowledged that the task allowed them to deepen their understanding of concepts, identify their own mistakes, and improve self-regulation. It is concluded that, although it poses a challenge for instructors, it is feasible to integrate competency development into basic sciences through active methodologies.