Didactics for Problem Solving in Engineering Programs

Abstract

Objective: This article presents a didactic alternative for addressing problem-solving in engineering programs. Methodology: Using a socio-critical approach, theoretical categories associated with problem-solving and its dynamics in the teaching-learning process in engineering education are identified, defined, organized, and systematized.

Results: A theoretical and methodological approach is presented, highlighting the different identified categories and their relationship with the teaching-learning processes of problem-solving through a didactic structure as a system that promotes learning in students of these programs.

Conclusions: Based on the didactic structure, a methodological proposal is generated, focusing on the development of critical and systemic thinking, fostering the development of professional skills and comprehensive education.