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Tesis Doctoral UNIVERSIDAD POLITÉCNICA DE MADRID ESCUELA TÉCNICA SUPERIOR DE INGENIEROS INDUSTRIALES DE MADRID ______ LABORATORIOS VIRTUALES ______ _______ Y DOCENCIA DE LA AUTOMÁTICA ____ __ EN LA FORMACIÓN TECNOLÓGICA DE BASE TESIS DOCTORAL FRANCISCO CEREZO COCA INGENIERO INDUSTRIAL 2015 DEPARTAMENTO DE AUTOMÁTICA, __ ________ INGENIERÍA ELECTRÓNICA _______ __ E INFORMÁTICA INDUSTRIAL ______ ESCUELA TÉCNICA SUPERIOR ______ ___ DE INGENIEROS INDUSTRIALES DE MADRID LABORATORIOS VIRTUALES Y DOCENCIA ____ DE LA AUTOMÁTICA EN LA FORMACIÓN __ ___ TECNOLÓGICA DE BASE _ AUTOR FRANCISCO CEREZO COCA INGENIERO INDUSTRIAL DIRECTOR FRANCISCO PABLO SASTRÓN BÁGUENA 2015 LABORATORIOS VIRTUALES Y DOCENCIA ____ DE LA AUTOMÁTICA EN LA FORMACIÓN __ ___ TECNOLÓGICA DE BASE _ Autor: Francisco Cerezo Coca Director: Francisco Pablo Sastrón Báguena Tribunal Presidente: Secretario: Vocal A: Vocal B: Vocal C: Suplente A: Suplente B: Acuerdan otorgar la calificación de: Madrid, de de 2016 A mi familia. AGRADECIMIENTOS Esta tesis es fruto del trabajo y la colaboración de muchas personas presentes en mi vida profesional y personal, quisiera agradecerles todas ellas su apoyo. Esta investigación es el resultado del trabajo realizado en el laboratorio de au- tomática de la ETSII de la UPM y la aplicación de dicho trabajo en la docencia del área de Tecnología en Institutos de Enseñanza Secundaria de la Comunidad de Madrid. En primer lugar quisiera dar las gracias a mi director de Tesis, Dr. D. Francisco Sastrón que me ha orientado todos estos años, su apoyo y confianza en mi trabajo y su capacidad para guiar mis ideas ha sido un aporte muy importante, no solamente en el desarrollo de esta tesis, sino también en mi formación como investigador. No puedo olvidar la relación con el resto del profesorado del departamento de automática, sobre todo los que hacían su vida investigadora en el laboratorio por las tardes y los sábados (son los intervalos de tiempo en los que yo podía trabajar en el laboratorio ya que he compatibilizado mis estudios de doctorado con mi profesión de profesor de enseñanza secundaria), y todas las sugerencias realizadas por ellos a lo largo de este trabajo. No olvido el apoyo, disponibilidad y colaboración del personal de secretaría: Teresa Ol- mos, Rosa Ortiz, Carlos Sánchez y de los miembros del laboratorio: Ángel Martínez y Jaime del Cerro. También agradezco a los profesores de enseñanza secundaria que han introducido en su docencia los Laboratorios Virtuales de EducaControLaboV (im- plementación final de esta tesis) y que me han dado ideas y datos sobre sus experien- cias. Siguiendo con el trabajo de campo, agradezco a los alumnos que han utilizado los Laboratorios Virtuales, mencionados anteriormente, su participación activa, entu- siasta y sus ganas de aprender. La enseñanza de mis alumnos y todas las situaciones que surgen en su proceso formativo han sido fuente de inspiración para realizar distin- tos tipos de materiales didácticos (entre ellos estarían los Laboratorios Virtuales) a la medida de las necesidades de los alumnos. Gracias a las personas que, de una manera u otra, han sido claves en mi vida profesional, y por extensión, en la personal. Por supuesto no puedo olvidar a mis com- pañeros doctorandos, en especial, a los que formaban parte del grupo CIM, y a los que han trabajado en las dos salas de investigación en las que yo he realizado mi labor investigadora. Gracias a los amigos a los que he robado horas de compañía y que me han animado a trabajar en esta tesis. Nombrar a todos sería muy extenso y podría cometer algún olvido injusto, por ello, ¡gracias, amigos, por estar ahí! No puedo pasar por alto a mi familia, por tantos años de apoyo. Doy gracias a mis padres por su ejemplo de lucha y honestidad, por la formación que me han dado y el apoyo incondicional prestado, gracias a mi hermana por sus muestras de apoyo y gracias a los que ya no están, los tengo en mi recuerdo. De una forma muy especial quisiera agradecer a mi esposa por su amor, comprensión, paciencia y solidaridad con este trabajo y a mis hijos, Rafael, Pablo y Francisco José por el tiempo que me han concedido y no he podido estar con ellos. Muchas gracias a todos… Francisco Cerezo Coca Índice 1. ASPECTOS INTRODUCTORIOS..................................................................................1 1.1. Introducción. ..........................................................................................................2 1.2. Experiencia previa .................................................................................................2 1.3. Competencias, Objetivos y Contenidos, relacionados directamente con la ____ Automática, Control y Robótica, en la Formación Tecnológica de Base del ____ Sistema Educativo Español ...................................................................................4 1.3.1. Relación entre las enseñanzas mínimas establecidas por el Gobierno ____ y el currículo establecido por la Comunidad de Madrid..............................5 1.3.2. Competencias básicas.............................................................................. 13 1.3.3. Objetivos................................................................................................... 15 1.3.4. Contenidos ............................................................................................... 16 1.4. Motivación............................................................................................................ 19 1.4.1. Introducción. ............................................................................................. 19 1.4.2. Relación entre la Formación Tecnológica de Base del Sistema ____ Educativo Español y la de otros Sistemas Educativos ............................. 20 1.4.3. Limitación de los recursos en los centros.................................................. 31 1.4.4. Antecedentes de los recursos para la enseñanza de la automática _____ en la Enseñanza Secundaria en España .................................................. 32 1.4.5. Interés del desarrollo de la Tesis .............................................................. 32 1.4.6. Medios para la Realización de la Tesis..................................................... 33 2. FUNDAMENTACIÓN PSICOPEDAGÓGICA. ESTADO DE LA TÉCNICA................... 35 2.1. Introducción ......................................................................................................... 36 2.2. Raíces del Constructivismo.................................................................................. 37 2.2.1. Vygotski.................................................................................................... 37 2.2.2. Piaget ....................................................................................................... 39 2.2.3. Principios constructivistas para la intervención educativa: la tarea ____ de construir aprendizajes significativos y funcionales ............................... 40 2.3. El Construccionismo ............................................................................................ 41 2.3.1. Introducción .............................................................................................. 41 2.3.2. Seymour Papert........................................................................................ 42 2.3.3. Construccionismo frente a Instruccionismo............................................... 43 2.3.4. Computadores y Construccionismo .......................................................... 43 2.3.5. Cibernética y Construccionismo................................................................44 3. _ESTADO DE LA TÉCNICA DE SISTEMAS INFORMÁTICOS PARA ____ LABORATORIOS VIRTUALES EN LA ENSEÑANZA ................................................ 48 3.1. Introducción. ........................................................................................................ 49 3.2. Panorámica de la Educación Secundaria y Primaria en la Web. .......................... 52 3.3. Planes y proyectos de educación a través de Internet de España y sus ____ distintas Comunidades Autónomas .....................................................................56 3.4. Planes y proyectos de educación a través de Internet de Europa ........................ 57 3.5. Planes y proyectos de educación a través de Internet de otros países ................ 59 3.6. -Laboratorios Virtuales en Educación Secundaria no específicos de ____ Automática, Control y Robótica ........................................................................... 61 3.6.1. Laboratorios Virtuales en Educación Secundaria del Área Naval y _____ Aeroespacial............................................................................................. 61 3.6.2. Laboratorios Virtuales en Educación Secundaria de Física y Química, ____ Biología y Tecnología ...............................................................................62 3.7. Laboratorios Virtuales en Enseñanza Universitaria no específicos de ___ Automática, Control y Robótica .......................................................................... 66 3.7.1. Laboratorios Virtuales de Física, Química y Biología ................................ 67 3.7.2. Laboratorios Virtuales en Educación Universitaria del Área Naval ____ y Aeroespacial.......................................................................................... 74 3.7.3. Recursos para la Enseñanza en Ingeniería .............................................. 76 3.8. Concursos y Competiciones Robóticas...............................................................
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