| Abstrakt: |
The inclusion of technological tools in the teaching-learning process in the university environment has not shown significant positive effects on the development of problem-solving skills. Therefore, it is essential to incorporate key methods in education, particularly in engineering, to help students strengthen their skills from the early years of university. The Internet of Things (IoT) emerges as a promising technological alternative to enhance teaching and learning processes in classrooms, while also fostering problem-solving skills in new university students. This study aims to propose a problem-solving method for implementing IoT activities in the classroom, targeted at first-year university students. The method is structured into four phases: understanding the problem, preparation of the plan, implementation of the plan, and solution review. The current study utilized a quasi-experimental design of the pre-test and post-test type, with intentional non-probabilistic sampling that was proportional to the number of students in the population. The results show that, by combining this four-phase method with technological resources (such as block-based programming with mBlock, Arduino boards, BME680 sensors, the ESP12F WiFi module, and MQTT client applications), out of the 73 students who participated in the IoT activities, 57, 49, 60, and 58 improved their skills in problem understanding, plan development, plan execution, and solution review, respectively. Additionally, it was observed that students developed the skill of plan execution to a greater extent, followed by solution review, problem understanding, and plan development. This teaching method aims to assist students who are starting their university studies in participating more effectively in IoT-related tasks and developing strong problem-solving skills. To meet these challenges, the teacher's role is crucial as they must supervise and provide continuous feedback. [ABSTRACT FROM AUTHOR] |
