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(714) TOP-DOWN APPROACH OF A PBL PROJECT APPLIED TO THE INTEGRATION OF RENEWABLE ENERGIES IN AN EDUCATIONAL BUILDING. RESULTS OF A JOINT EXPERIMENTAL COLLABORATION BETWEEN HIGH-SCHOOL AND UNIVERSITY LEVELS

机译：（714）PBL项目的自上而下方法适用于教育建设中可再生能源的整合。高中和大学级联合实验合作的结果

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In the field of technical education, multidisciplinary practical work acquires a fundamental character in the curricular development of the students, since it provides them with a more tangible vision of real tasks to perform once they finish their studies. Establishing the use of active learning methodologies, such as Problem Based Learning (PBL), which develop in the student the capacity for continuous learning and allow them to acquire the skills and competence demanded in the professional world, is considered one of the most appropriate teaching methods for higher education levels, although in Spain it is not very widespread. On the contrary, this methodology is being developed successfully in pre-university cycles, so it is considered appropriate to introduce this method progressively in technical university careers. In this proposal of teaching innovation a more advanced step of the PBL concept is proposed, executing an Engineering Project within the planned problem, since the future work of the Engineering student will be based on the implementation of methodologies proper to the theory of projects. Within the development of technological engineering projects, and taking into account the current trend, there is a clear promotion of topics related to efficiency and energy saving in buildings, and especially with the integration of renewable energies as a mechanism of sustainable distributed electricity generation for self-consumption. Therefore, starting from this teaching and technical framework, a learning experience of several years based on PBL has been proposed, through the development of a project which will analyse the potential of renewable electricity generation of a high-school. The identified project will be to replace, only in the design phase and up to a certain percentage, the electricity consumption of this educational building by a supply based on the integration of photovoltaic solar energy systems in the available spaces of the building. The novelty of this PBL is that it is based on coordinated work between pre-university students (highschool), who take the subject of industrial technology or similar, which are familiar with the PBL methodology, and university students who take subjects in Project Engineering and design of photovoltaics, but do not know this teaching method. To this end, it is proposed to create interdisciplinary working groups at both educational levels, supervised by teachers from the University and the secondary school. Based on the hypothesis described, students have identified, using an autonomous top-down approach, those technical concepts that need to be deepened in order to achieve a feasible solution. Each of the participating groups is designing and researching on the type of photovoltaic installations according to current permitted legislation, and the different types of architectural solar integration more widespread to make a free design of a photovoltaic installation, which generates the maximum possible electricity production, taking into account the characteristics of the location of the building, and therefore minimizes the consumption of electricity from the grid. The fundamental about this project is that the reinforcement and transfer of technical knowledge to pre-university students is being carried out mainly by University students, and these in turn, are mentored by University teachers for the transmission of those concepts they have not seen in their respective courses.

机译：在技术教育领域，多学科实际工作在学生的课程开发中获得了一个基本特征，因为它为他们提供了一旦他们完成学业的实际任务的更有形愿景。建立使用积极学习方法，如基于问题的学习（PBL），这些学习（PBL）在学生中开发的持续学习的能力，并允许他们获得专业世界所需的技能和能力，被认为是最合适的教学之一高等教育水平的方法，虽然在西班牙，它并不是很普遍。相反，这种方法在大学前的循环中成功地发展，因此它被认为是适合在技术大学职业中逐步介绍这种方法。在这一提议的教学创新中，提出了PBL概念的更高级步骤，在计划问题内执行工程项目，因为工程学生的未来工作将基于实施方法理论的方法。在技术工程项目的发展中，并考虑到当前趋势，有明确的促进建筑物的效率和节能相关的主题，特别是随着可再生能源作为自我的可持续分布发电机制的整合-消耗。因此，从该教学和技术框架开始，通过开发项目的开发，提出了基于PBL的几年的学习经验，该项目将分析高中可再生发电的潜力。所识别的项目将仅在设计阶段替换，并通过基于建筑物的可用空间中的光伏太阳能系统集成来替换该教育建筑的电力消耗。这个PBL的新颖性是，它基于大学前学生（HIGHSCHOOL）之间的协调工作，他熟悉PBL方法的工业技术或类似的主题，以及在项目工程中接受受试者的大学生光伏设计，但不知道这种教学方法。为此，建议在教育层面创建跨学科工作组，由大学和中学的教师监督。基于所描述的假设，学生已经识别了自主的自上而下方法，需要加深的技术概念，以实现可行的解决方案。每个参与组正在设计和研究根据当前允许的立法的光伏装置，以及不同类型的架构太阳能集成更广泛地制作光伏装置的自由设计，从而产生最大的电力生产，采取最大的电力生产考虑到建筑物位置的特征，因此最大限度地减少了电网的电力消耗。这个项目的根本是，技术知识对大学前学生的强化和转移是由大学生进行的，而这些项目正在大学生，这些项目又由大学教师融合，以便传播他们在他们没有看到的那些概念各自的课程。

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《International Technology, Education and Development Conference》|2019年|1 USB|共8页
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作者
E. Munoz-Ceron; M.J. Ortega Jodar; J. de la Casa;
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中图分类 TF-532;
关键词
PBL; Secondary School; Higher Education; Undergraduate students; Engineering; Technology; Renewable Energy.;

机译：PBL;中学;高等教育;本科生;工程;技术;可再生能源。;

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1. Integral approach to energy planning and electric grid assessment in a renewable energy technology integration for a 50/50 target applied to a small island [J] . Javier Mendoza-Vizcaino, Muhammad Raza, Andreas Sumper, Applied Energy . 2019,第JANa1期

机译：可再生能源技术集成中能源计划和电网评估的整体方法，适用于将50/50目标应用于小岛
2. Modulation techniques applied to medium voltage modular multilevel converters for renewable energy integration: A review [J] . Antonio-Ferreira Abel, Collados-Rodriguez Carlos, Gomis-Bellmunt Oriol Electric power systems research . 2018,第feba期

机译：应用于中压模块化多电平转换器以实现可再生能源集成的调制技术：综述
3. (714) TOP-DOWN APPROACH OF A PBL PROJECT APPLIED TO THE INTEGRATION OF RENEWABLE ENERGIES IN AN EDUCATIONAL BUILDING. RESULTS OF A JOINT EXPERIMENTAL COLLABORATION BETWEEN HIGH-SCHOOL AND UNIVERSITY LEVELS [C] . E. Munoz-Ceron, M.J. Ortega Jodar, J. de la Casa International Technology, Education and Development Conference . 2019

机译：（714）PBL项目的自上而下方法适用于教育建设中可再生能源的整合。高中和大学级联合实验合作的结果
4. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。

(714) TOP-DOWN APPROACH OF A PBL PROJECT APPLIED TO THE INTEGRATION OF RENEWABLE ENERGIES IN AN EDUCATIONAL BUILDING. RESULTS OF A JOINT EXPERIMENTAL COLLABORATION BETWEEN HIGH-SCHOOL AND UNIVERSITY LEVELS

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