How many hours of instruction are needed for students to become competent in engineering subjects?

Perdigones, Alicia; Benedicto, Susana; Sánchez-Espinosa, Elvira; Gallego, E.; García, José Luis

doi:10.1080/03043797.2013.861388

Cited by 5 publications

(8 citation statements)

References 18 publications

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“…However, this comparison is not included as a result in the paper since the teacher for the year 20/21 was a different one. Understanding the concepts of mathematics and physics applied to projects should solve the problems noted in the research studies by [23,26,27,34,35]. As demonstrated in our previous work [37], the inclusion of this methodology improves students' perception of mathematics by solving the problem indicated in [23,26] and indirectly in the subject of physics, as indicated in [27].…”

Section: Discussionmentioning

confidence: 81%

“…In this study we did not find a direct relationship between the grades obtained in the basic and specific subjects, but we found a relationship between the years it takes students to pass the basic subjects and the number of years it takes to complete the bachelor. Another important conclusion drawn from the study presented in [35] shows that students do not usually perceive a solid relationship between the basic and applied subjects analyzed in the study.…”

Section: Basic Subjects Vs Engineering Subjectsmentioning

confidence: 91%

“…Poor performance in mathematics may be the cause of a downward trend in student performance in engineering subjects [34]. In [35], a study is carried out on how it affects the performance of basic subjects (mathematics and physics) related to engineering subjects (Machines, Electrical Engineering, Topography and Building). In this study we did not find a direct relationship between the grades obtained in the basic and specific subjects, but we found a relationship between the years it takes students to pass the basic subjects and the number of years it takes to complete the bachelor.…”

Section: Basic Subjects Vs Engineering Subjectsmentioning

confidence: 99%

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EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process

et al. 2022

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The objective of our research is the implementation of STEAM (Science Technology Engineering Art Mathematics) learning in the bachelor of Engineering in industrial design and product development at CEU Cardenal Herrera University through the EXPLORIA project. This article implements and develops the proposal for the first year of this bachelor, which includes 24 students aged 18–20. This article focuses on how to integrate STEAM learning within the EXPLORIA project for the improvement in the learning of the physics subject, and in particular, regarding the part of the syllabus related to mechanical engineering through different projects, challenges and milestones that allow the student to see the use in the design and development of products. The EXPLORIA project connects the competencies of the different STEAM subjects included in the bachelor, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the fundamentals of design are based: shape, volume, color, space and structure. In particular, this article shows the adaptation made in the physical part to be able to teach the integrated mechanics part in this learning process. The complete learning was carried out through several challenges and two milestones the students had to overcome through the application of the physical knowledge learned in class. To validate the effectiveness of the proposed methodology, at the end of the paper, an ad hoc questionnaire is carried out showing the students’ assessment regarding the new teaching methodology.

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Section: Discussionmentioning

confidence: 81%

Section: Basic Subjects Vs Engineering Subjectsmentioning

confidence: 91%

Section: Basic Subjects Vs Engineering Subjectsmentioning

confidence: 99%

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EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process

et al. 2022

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“…Thus, this autonomous-learning component did not impinge on the necessary inclass hours of instruction (Perdigones et al 2014), which must not be curtailed on the pretext of autonomous learning, alleging that first-year students have an underdeveloped ability to learn independently.…”

Section: A Remedial Action: a Special Homework To Foster Independent mentioning

confidence: 99%

Independent learning as class preparation to foster student-centred learning in first-year engineering students

Pejuan

Antonijuan

2019

Research in Post-Compulsory Education

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“…The student's lack of motivation for these subjects is not limited to the scope of the first year, since failure in the basic subjects also has consequences on the subjects of the higher courses. Although there are no studies that demonstrate the direct relationship, there are other studies, such as in [6], which show the direct relationship between the number of years it takes to finish the career successfully or not in these basic subjects.…”

Section: Introductionmentioning

confidence: 99%

The Equilibrium Challenge, a New Way to Teach Engineering Mechanics in Architecture Degrees

et al. 2023

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Vocation is one of the determining factors taken into account by students when choosing their university studies. However, when the students start their studies, in their first year, they will find a series of basic subjects that barely motivate or stimulate them. In the specific case of mathematics, the problem is aggravated when many of the students already begin the first year showing rejection towards this subject. The lack of motivation for mathematics also affects the subject of physics because “the role of mathematics is to be the language of physics”. The EXPLORIA project proposed by the CEU Cardenal Herrera University is a potential solution to this problem. The objective of this project is the implementation of STEAM learning (Science Technology Engineering Art Mathematics) in the Degree in Fundamentals of Architecture at CEU Cardenal Herrera University through the EXPLORIA project. This article focuses on the activities carried out in the subject of physics in the Degree in Fundamentals of Architecture, corresponding to the part of mechanical engineering in order to show that through the realization of different challenges, we can develop creative products, new buildings with their logos and storytelling, as well as connect with the rest of subjects. For its development, students must use everyday objects within their reach, such as forks, spoons, knives, shoes, etc., to build an object or structure that must remain in a “creative balance” and this will serve as an inspiration for new buildings. These new creations are evaluated by an architecture team who fills in a rubric to evaluate the creativity and originality of the products. The number of students included in this project was 24 and the participants’ age ranged between 18 and 20 (similarly distributed). At the end of the work, an anonymous ad hoc questionnaire was carried out to show the students’ assessment of the new teaching methodology and the challenges developed in the subject of physics.

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How many hours of instruction are needed for students to become competent in engineering subjects?

Cited by 5 publications

References 18 publications

EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process

EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process

Independent learning as class preparation to foster student-centred learning in first-year engineering students

The Equilibrium Challenge, a New Way to Teach Engineering Mechanics in Architecture Degrees

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