Strengthening of theory-practice link in the Topography subject in Civil Engineering

Abstract

The development of science in a general way requires professionals to live up to the time in which they live, so it is necessary to use pedagogical methods in which theory and practice are articulated is search of meaningful learning. In this article, based on the difficulties that civil engineering teachers have to motivate student and appropriate their profession from the first levels, an analysis of pedagogical strategies and experiences of some universities that apply different active learning methodologies. In this sense, the objective is to strengthen the theory – practice link in the Topography subject in the Civil Engineering career. The qualitative methodological design used allowed a bibliographic review on the foundations of the practical theory link and a review of experiences from other universities, which resulted in confirming the problem and contributing with a series of pedagogical actions to support teachers. In conclusion, the application of active methodologies allows students to identify the role of the civil engineer in society, which constitutes key activity in their professional training.