Didactic model based on significant Learning to improve problem-solving competence in engineering students

The purpose of this research was to propose a didactic model to improve problem-solving competence in students of Materials Engineering, Mathematical Analysis subject. The qualitative approach was used, the research was applied, propositional modality. The investigation was carried out in two moments. A sample of 30 second cycle students was used in the diagnosis. The sampling was non-probabilistic. The data were collected from the auxiliary registry. In the model proposal, the foundations, characteristics, design and description of the model were raised. The results of the diagnosis show that the level of achievement of the problem-solving competence is good. The use of the didactic model allowed students to develop problem-solving skills in mathematics. Likewise, the didactic model allowed students to manage a systemic vision that allowed them to direct their learning, evidencing improvements in the planning, organization, execution and evaluation of their problem-solving processes. In conclusion, the strategy based on meaningful learning allowed students of materials engineering students to develop competence in solving mathematical problems through meaningful learning activities in solving problems consistent with the subject.