Design and Implementation of a Comprehensive Educational Model: Project Based Engineering School (PBES)

Terrón-López, María-José; Velasco-Quintana, Paloma-Julia; García-García, María-José; Gaya-López, María-Cruz; Escribano-Otero, Juan-José

doi:10.3991/ijep.v5i3.4673

Cited by 12 publications

(6 citation statements)

References 6 publications

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“…Interdisciplinarity and integration of STEM approach orient a teacher to work with students, where applicability and practical implementation of knowledge are highlighted, which assumes both substantial and organizational redesign of each STEM discipline [13,14,15]. Disciplinary knowledge is not delivered to a student in ready form but integrated into consultations in request-response structure.…”

Section: Discussionmentioning

confidence: 99%

Collective Subject in Implementation of STEM Technologies in Engineering Education

et al. 2020

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Provision of quality of engineering education upon implementation of international CDIO initiative (Conceive – Design – Implement – Operate) results in implementation of new education technologies, in particular: STEM (Science, Technology, Engineering, Mathematics). Its implementation allows to solve a set of educational issues concerning motivation of students from the first day by using integrated practically oriented assignments, step-by-step immersion into designing activity. Interdisciplinarity and integration, inherent in the STEM technology, assume moving out of a teacher as a holder of educational situation from his disciplinary area, would demand to be a co-participant of a student activity, his initiative in solving creative tasks. Successful realization of STEM technology depends significantly on new competences of teachers and managers, their capabilities to significant modifications of their occupational activity. Difficulty of implementation of STEM technology is related with unpreparedness of teachers and managers. This work is aimed at substantiation of necessary conditions providing readiness of managers, teachers, and students to implement the STEM technologies characterized as a collective subject. The experimental results serve as theoretical substantiation of the concept of formation of collective subjects (managers, teachers, students), determination of new functionality of managers, teachers, students, stepping of this process to provide implementation of STEM technology. The practical implementation was performed at the Federal innovation platform of Siberian Federal University: Model of system modifications in multilevel engineering education.

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Section: Discussionmentioning

confidence: 99%

Collective Subject in Implementation of STEM Technologies in Engineering Education

et al. 2020

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“…The implementation of project based learning in Engineering Education is an important issue [36], especially when combined with certain learning styles [37], not least in Mechanical Engineering Education because it prepares graduates to be skilled and have competence in the field of machinery that is able to compete in the market work. Current engineering education learning must be product oriented [38], [39], [40],…”

Section: Fig 3 Mean Plots Between Kolb Learning Style and Mean Of Aca...mentioning

confidence: 99%

Hybrid and Collaborative Networks Approach: Online Learning Integrated Project and Kolb Learning Style in Mechanical Engineering Courses

et al. 2022

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Engineering education is very important to prepare quality graduates. An alternative hybrid and collaborative networks approach in learning is the current choice. This study aims to explain the online learning integrated project and Kolb learning style in mechanical engineering courses to enhance students' academic achievement which is implemented through a hybrid and collaborative networks approach. The research method used is a quantitative approach with the posttest control group design method. We carry out learning activities using Project and Kolb Learning on higher education students from Mechanical Engineering Education who take part in learning this project. Students who participate are limited to small groups, which are divided according to their learning styles groups, and the implementation is carried out in a hybrid and collaborative through e-learning and face-to-face. Collecting data using Kolb Learning Styles Inventory, and achievement test. While the data analysis used descriptive analysis and one-way Anova with the help of SPSS software. The results of this study indicate that there is a difference in the average academic achievement of students based on the four learning style groups, and the thinker learning style group has the highest average academic achievement among the four. The selection of appropriate learning styles and learning models has an impact on optimal and effective academic achievement.

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“…Data from several studies suggest PBL (Problem-Based-Learning) methodology as an excellent solution to approach the learning difficulties typical of a structural analysis content inside technical schools [1,2,3,4,5]. In general, PBL is applied in many engineering courses as it seems to suit the professional requirement of a mix of technical and practical competencies [6,7,8,9]. Using this methodology in a non-technical context, such as an Architecture bachelor degree, is not trivial and requires some shrewdness [10].…”

Section: Introductionmentioning

confidence: 99%

Pedestrian Bridge Application in a Fundamentals of Structural Analysis Course Inside an Architecture Bachelor Program

Ballatore

Barpi

Crocker³

et al. 2021

Int. J. Eng. Ped.

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The paper presents an application of the Problem-Based Learning (PBL) methodology in a structural analysis course taught in English of the third year Architecture bachelor program at Politecnico di Torino (Italy). This experimentation regards a class which is composed mostly of international students, that is, a heterogeneous audience with different background. In general, students struggle with the technical aspects typical of structural analysis course. PBL has been found as a possible solution to this problem in Engineering programs. The aim of redesigning the course is to support students’ learning while evaluating the PBL application in a non-technical context with an international audience. This article describes the structure and the results of the PBL implementation. In particular, the participation has increased compared to the previous academic year in terms of presence during the lectures, interest in the subject, interaction between the lecturer and the students, and exams’ results. These results are encouraging and confirm the validity of the PBL methodology as actually applied.

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Design and Implementation of a Comprehensive Educational Model: Project Based Engineering School (PBES)

Cited by 12 publications

References 6 publications

Collective Subject in Implementation of STEM Technologies in Engineering Education

Collective Subject in Implementation of STEM Technologies in Engineering Education

Hybrid and Collaborative Networks Approach: Online Learning Integrated Project and Kolb Learning Style in Mechanical Engineering Courses

Pedestrian Bridge Application in a Fundamentals of Structural Analysis Course Inside an Architecture Bachelor Program

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