<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0012-7353</journal-id>
<journal-title><![CDATA[DYNA]]></journal-title>
<abbrev-journal-title><![CDATA[Dyna rev.fac.nac.minas]]></abbrev-journal-title>
<issn>0012-7353</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0012-73532022000300028</article-id>
<article-id pub-id-type="doi">10.15446/dyna.v89n222.101827</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Engineering design: complexity in its teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Diseño en ingeniería: complejidad en su enseñanza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paz-Penagos]]></surname>
<given-names><![CDATA[Hernán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Tristancho]]></surname>
<given-names><![CDATA[Carlos Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escuela Colombiana de Ingeniería Julio Garavito Electronic Engineering Program ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escuela Colombiana de Ingeniería Julio Garavito Mechanical Engineering Program ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>89</volume>
<numero>spe222</numero>
<fpage>28</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0012-73532022000300028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0012-73532022000300028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0012-73532022000300028&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The trend toward increasing the design component in engineering curricula is part of an effort to better prepare graduates for engineering practice. The objective of the article is to review and contrast some methodological strategies of engineering design teaching at the university level to analyze the psychological theories in teaching practice and the temporal location of these courses within 5 years of the program. The results of the bibliographic review made allowed us to infer psychological postures, preferably cognitive and constructivist, and the location of design courses in the first semesters of engineering curricula. However, engineering design courses are recommended throughout the degree (taking as a reference some results of the Saber PRO tests) in which students participate in applied projects, and get closer to the industry, as more favorable strategies for the adaptation of future engineers to the particular demands of the national productive sector.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La tendencia hacia el aumento del componente de diseño en los planes de estudios de ingeniería es parte de un esfuerzo por preparar mejor a los graduados para la práctica de la ingeniería. El objetivo del artículo es revisar y contrastar algunas estrategias metodológicas de la enseñanza del diseño en ingeniería a nivel universitario para identificar las teorías psicológicas subyacentes en la práctica docente y la ubicación temporal de esos cursos dentro de los cinco años de la carrera. Los resultados de la pesquisa permitieron identificar posturas psicológicas principalmente cognitiva y constructivista y la ubicación de cursos de diseño en primeros semestres de los currículos de ingeniería. Sin embargo, se recomienda cursos de diseño en ingeniería a lo largo de la carrera (tomando como referencia algunos resultados de las pruebas Saber Pro) en los que los estudiantes participen en proyectos aplicados, y se acerquen a la industria, como estrategias más propicias para la adaptación de los futuros ingenieros a las demandas particulares del sector productivo nacional.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[engineering design]]></kwd>
<kwd lng="en"><![CDATA[the teaching of design]]></kwd>
<kwd lng="en"><![CDATA[design methodologies]]></kwd>
<kwd lng="en"><![CDATA[design learning]]></kwd>
<kwd lng="es"><![CDATA[diseño en ingeniería]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del diseño]]></kwd>
<kwd lng="es"><![CDATA[metodologías del diseño]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje del diseño]]></kwd>
</kwd-group>
</article-meta>
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