MIDDLE SCHOOL-UNIVERSITY ARTICULATION: A CHALLENGE FOR SCIENTIFIC-TECHNOLOGICAL CAREERS

Abstract

The work shows the results obtained in solving a problem by 61 2023 entrants to the UTN-FRC industrial engineering career. It was resolved anonymously, individually and with access to information through their mobile devices. The objective was to know the possibility of students solving an activity with curricular integration.
The problem described a technique used that allows identifying the characteristics of a cylindrical projectile and some data that contextualizes the problem. They had to indicate whether the bullet belonged to the fired weapon and calculate the moles of the substance used.
The written resolution provided data that was processed considering the curricular integration of middle school, aligned with reading comprehension abilities, skills in the management of physical magnitudes, basic notions of geometry, skills to search and select information from the Internet, unit conversion , knowledge of physics, critical analysis (comparative type), chemistry concepts and modeling.
1.6% resolved both sections; 18% propose a critical analysis; 32.8% modeled the cylinder and 13.1% calculated correctly. 16.1% identify substances and 14.8% specify magnitudes and units.
The activity is aligned with specific access competencies and entrants are expected to have a high level. The results highlight the importance of articulation between levels, a common work plan.