<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202022000100384</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Neutrosophical evaluation of the application of the problem-based learning in the field of differential equations]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación neutrosófica de la aplicación del aprendizaje basado en problemas en el campo de las ecuaciones diferenciales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz Aguilar]]></surname>
<given-names><![CDATA[Wilber]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guayaquil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>384</fpage>
<lpage>390</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000100384&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000100384&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000100384&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present research had as objective to value the incidence of the methodology Problem Bassed Learning (PBL) as a didactic strategy in the process of teaching learning of the subject Differential Equations. For this purpose, it was based on the evaluation of two groups that received the subject during the first cycle of the 2020-2021 academic year at the University of Guayaquil. In the first group, corresponding to the Networking and Telecommunications Engineering degree, the methodology was applied in the topics of Application of differential equations of first and second order. In the second group, from the Software Engineering career, the PBL methodology was not applied. Six fundamental aspects of professional training were evaluated in engineering students, using linguistic terms associated with Single-Value Neutral Sets. The results were evidenced by the comparative analysis aspect/student, aggregated evaluation/student and in the general comparison aspect/group. In general, better results were obtained in the group in which the PBL methodology was applied with a greater impact on aspects: Communication Skills, Collaborative Work and Enhancement of Creativity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La presente investigación tuvo como objetivo valorar la incidencia de la metodología Aprendizaje Basado en Problemas (ABP) como estrategia didáctica en el proceso de enseñanza aprendizaje de la asignatura Ecuaciones Diferenciales. Para ello, se basó en la evaluación de dos grupos que recibieron la asignatura durante el primer ciclo del año académico 2020-2021 en la Universidad de Guayaquil. En el primer grupo, correspondiente a la carrera de Ingeniería en Redes y Telecomunicaciones, se aplicó la metodología en los temas de Aplicación de ecuaciones diferenciales de primer y segundo orden. En el segundo grupo, de la carrera de Ingeniería de Software, no se aplicó la metodología PBL. Se evaluaron seis aspectos fundamentales de la formación profesional en estudiantes de ingeniería, utilizando términos lingüísticos asociados a Conjuntos Neutrales de Valor Único. Los resultados fueron evidenciados por el aspecto de análisis comparativo / estudiante, evaluación agregada / estudiante y en el aspecto de comparación general / grupo. En general, se obtuvieron mejores resultados en el grupo en el que se aplicó la metodología ABP con mayor impacto en los aspectos: Habilidades comunicativas, Trabajo colaborativo y Potenciación de la creatividad.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[PBL methodology]]></kwd>
<kwd lng="en"><![CDATA[linguistic terms]]></kwd>
<kwd lng="en"><![CDATA[single-value neutral set]]></kwd>
<kwd lng="en"><![CDATA[aggregation oper ator]]></kwd>
<kwd lng="en"><![CDATA[score operator]]></kwd>
<kwd lng="es"><![CDATA[Metodología ABP]]></kwd>
<kwd lng="es"><![CDATA[términos lingüísticos]]></kwd>
<kwd lng="es"><![CDATA[conjunto neutro de valor único]]></kwd>
<kwd lng="es"><![CDATA[operador de agregación]]></kwd>
<kwd lng="es"><![CDATA[operador de partitura]]></kwd>
</kwd-group>
</article-meta>
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