Análisis perceptual del proceso de transferencia de conocimiento en maderas a instituciones en Costa Rica

Perceptual analysis of the transfer-of-knowledge process in woods into institutions in Costa Rica

Palabras clave: active education, passive education, learning, forestry (en_US)
Palabras clave: Educación activa, Educación pasiva, Aprendizaje, ciencias forestales (es_ES)

Resumen (es_ES)

Se analizó de forma perceptual la transferencia de conocimiento en tecnología de la madera en instituciones educativas estatales de Costa Rica. Se realizaron capacitaciones activo-pasivas en temas de secado, preservado y calidad de la madera, llevando a cabo tres evaluaciones de aprendizaje (precurso, postcurso y 30 semanas luego del postcurso). Con estas se valuó la percepción, conocimiento adquirido y limitaciones de los sistemas empleados. Se obtuvo una gran similitud entre las temáticas de secado y preservado con conocimientos previos superiores al 65 %, aprendizajes del 85 % y retenciones de conocimiento del 75 %; caso contrario se evidenció con la temática de calidad, la cual presentó un conocimiento previo del 20 %, aprendizaje del 83.5 % y retención del 75.6 %; los temas de secado y preservado mostraron la mejor percepción, considerados como simples, aplicables, útiles y entendibles; mientras que el tema de calidad se consideró complicado, complejo, inaplicable pero útil. Finalmente, se encontró que el aprendizaje de secado y preservado debe ser una combinación de 50 %-50 % entre teoría-práctica; mientras la calidad debería ser 25 %-75 % teoría-práctica.

Resumen (en_US)

The transfer of knowledge in wood technology in state institutions of Costa Rica was perceptually analyzed. It was performed active-passive training in topics of drying, preserving and quality of wood, through three learning assessments (pre-course, post-course and 30 weeks post-course). The perception, knowledge acquired and limitations of the systems used were evaluated. It was obtained a great similarity between the topics of drying and preserving with previous knowledge over 65 %, learning of 85 % and knowledge retention of 75 %, different from the quality theme that presented a previous knowledge of 20 %, learning of 83.5 % and 75.6 % retention. The topics of drying and preserving showed the best perception, considered as simple, applicable, useful and understandable, while quality was considered complicated, complex, non-applicable but useful. Finally, it was found that drying and preserving learning should be a 50-50 % combination between theory and practice; while the quality should be 25-75 % theory-practice.

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Cómo citar
Vargas-Fonseca, L., Valverde-Otárola, J. C., Camacho-Cornejo, D., Salas-Garita, C., & Berrocal-Jiménez, A. (2021). Análisis perceptual del proceso de transferencia de conocimiento en maderas a instituciones en Costa Rica. Colombia Forestal, 24(1). https://doi.org/10.14483/2256201X.15347
Publicado: 2021-01-01
Sección
Artículos de investigación científica y tecnológica