Resumo

MARQUEZ, Ronald et al. Reproducing an innovation environment in the classroom. An strategy to promote creativity in Chemical Engineering education. Educ. quím [online]. 2016, vol.27, n.4, pp.249-256. ISSN 0187-893X.  https://doi.org/10.1016/j.eq.2016.07.001.

The teaching-learning process in traditional college education uses strategies that place the student as a recipient of information transmitted by the teacher, which is conceptualized as knowledge. The reality in which we live requires generating training solutions to meet the needs of individuals in the development of skills or know-how to respond to society, to form individuals capable of learning to learn and learning to transfer, prepared to continually seek knowledge and able to create and innovate. In this paper, the results of the implementation of the strategy ‘Reproducing an Innovation Environment in the Classroom’ (RAIS) in courses of the Chemical Engineering curriculum, in Universidad de Los Andes, Mérida-Venezuela are presented. This is a strategy of teaching, learning and assessment in which the student is a co-participant in the construction and generation of knowledge, developing the skills proposed in the course by the execution of a product. RAIS strategy was applied in the courses of Physical Chemistry for Chemical Engineers, Industrial Chemistry I and Laboratory of Industrial Chemistry, where students obtained a finished product using the know-how in the area of each course. This strategy led to an increase in motivation over other courses based on lectures, and the development of the ability to function and find solutions in multidisciplinary groups workplaces. It is important to note that more than 80% of students said the RAIS strategy contributes to their personal development and training for applied research.

Palavras-chave : Product learning; Skills in chemical engineering; Creativity; Know-how; Innovation.