JOTSE: Journal of technology and science education
http://hdl.handle.net/2099/10264
2016-10-25T17:46:57ZLearning based on the project entitled "Design and construction of a wooden bridge"
http://hdl.handle.net/2117/90437
Learning based on the project entitled "Design and construction of a wooden bridge"
Barris, Cristina; Torres, Lluís; Simon, Enric
This article presents the results of a case involving the application of project-based learning carried out with students in the Mechanical Engineering degree program at the University of Girona. The project, entitled “Design and construction of a wooden bridge”, was conducted at the Polytechnic School in the third-year Structures course. This project required students to address, consider and solve different problems related to the resistance of materials, structural calculations, material optimization and structural design. The project also included the building of the bridge based on the calculations made, thus enabling the students to verify the suitability of the theoretical calculations as compared to real results. Finally, a competition was held to reward those teams who obtained the best ratio between the failure load and the weight of the bridge. The main conclusion observed from the implementation of only two editions of this project is the acquisition of the different proposed competences (both specific and cross-curricular) by the students. Finally, it was interesting to note that after completing the activity, the students were observed to be more motivated by the course content
2016-10-04T10:10:39ZBarris, CristinaTorres, LluísSimon, EnricThis article presents the results of a case involving the application of project-based learning carried out with students in the Mechanical Engineering degree program at the University of Girona. The project, entitled “Design and construction of a wooden bridge”, was conducted at the Polytechnic School in the third-year Structures course. This project required students to address, consider and solve different problems related to the resistance of materials, structural calculations, material optimization and structural design. The project also included the building of the bridge based on the calculations made, thus enabling the students to verify the suitability of the theoretical calculations as compared to real results. Finally, a competition was held to reward those teams who obtained the best ratio between the failure load and the weight of the bridge. The main conclusion observed from the implementation of only two editions of this project is the acquisition of the different proposed competences (both specific and cross-curricular) by the students. Finally, it was interesting to note that after completing the activity, the students were observed to be more motivated by the course contentThe development of professional competences using the interdisciplinary project approach with university students
http://hdl.handle.net/2117/90435
The development of professional competences using the interdisciplinary project approach with university students
González Carrasco, Mònica; Francés Ortega, Jesús; Castro Vila, Rodolfo de; Castañer Vivas, Margarida; San Molina, Joan; Martí Bonmatí, Joan
This work describes an experience conducted by a group of professors from different departments at the University of Girona (Catalonia, Spain) which arose from the need for interdisciplinary work in university classrooms in order to promote competences relevant to the professional sector. As part of this experience, students from different degree programs were challenged to work collaboratively and in an interdisciplinary manner on a project related to the management of a school cafeteria designed for a real educational center. The work promoted the development of competences that are otherwise difficult to attain through activities that lack an interdisciplinary approach, which are key in today's professional world, such as multi-professional teamwork. Based on this experience, the feasibility of students from different areas of study carrying out a final degree project (FDP) that meets real, contextualized needs and requires the contribution of knowledge from different disciplines is considered
2016-10-04T09:37:58ZGonzález Carrasco, MònicaFrancés Ortega, JesúsCastro Vila, Rodolfo deCastañer Vivas, MargaridaSan Molina, JoanMartí Bonmatí, JoanThis work describes an experience conducted by a group of professors from different departments at the University of Girona (Catalonia, Spain) which arose from the need for interdisciplinary work in university classrooms in order to promote competences relevant to the professional sector. As part of this experience, students from different degree programs were challenged to work collaboratively and in an interdisciplinary manner on a project related to the management of a school cafeteria designed for a real educational center. The work promoted the development of competences that are otherwise difficult to attain through activities that lack an interdisciplinary approach, which are key in today's professional world, such as multi-professional teamwork. Based on this experience, the feasibility of students from different areas of study carrying out a final degree project (FDP) that meets real, contextualized needs and requires the contribution of knowledge from different disciplines is consideredProposals for improving assessment systems in higher education: an approach from the model 'Working with people'
http://hdl.handle.net/2117/90383
Proposals for improving assessment systems in higher education: an approach from the model 'Working with people'
Ríos Carmenado, Ignacio de los; Sastre Merino, Susana; Fernández Jiménez, Consuelo; Núñez del Río, Mª Cristina; Reyes Pozo, Encarnación; García Arjona, Noemí
The European Higher Education Area (EHEA) represents a challenge to university teachers to adapt their evaluation systems, directing them towards continuous assessment. The integration of competence-based learning as an educational benchmark has also led to a perspective more focused on student and with complex learning situations closer to reality; however, its evaluation entails an increase in lecturers’ workload and a continuous demand for students due to the diversity of evaluation tests required to assess each aspect of competences. After a period in which the changes have been introduced and within the framework of educational innovations cross-cutting project named "Analysis of the UPM Degree Programmes Evaluation Procedures and Proposal for Improvements" (EVALÚA)", supported by the Educational Innovation Department, the Universidad Politécnica de Madrid (UPM) considered to analyse the assessment systems and the ways to improve them, at both levels bachelor's and master's degree programmes. The methodology is based on the model "Working with People", which for the first time at the UPM, creates a participatory process with students and lecturers aimed at knowing their opinion and their feelings about the evaluation process and the potential for improvement. Eight focus groups were developed, with 33 students and 39 university teachers in total. The results indicate that the perception of students and lecturers regarding the evaluation systems have many common points, as well as the need to undertake an improvement strategy for integrating actions from all three model dimensions, seeking a balance in joint work among lecturers, university administrators and students
2016-10-03T13:09:39ZRíos Carmenado, Ignacio de losSastre Merino, SusanaFernández Jiménez, ConsueloNúñez del Río, Mª CristinaReyes Pozo, EncarnaciónGarcía Arjona, NoemíThe European Higher Education Area (EHEA) represents a challenge to university teachers to adapt their evaluation systems, directing them towards continuous assessment. The integration of competence-based learning as an educational benchmark has also led to a perspective more focused on student and with complex learning situations closer to reality; however, its evaluation entails an increase in lecturers’ workload and a continuous demand for students due to the diversity of evaluation tests required to assess each aspect of competences. After a period in which the changes have been introduced and within the framework of educational innovations cross-cutting project named "Analysis of the UPM Degree Programmes Evaluation Procedures and Proposal for Improvements" (EVALÚA)", supported by the Educational Innovation Department, the Universidad Politécnica de Madrid (UPM) considered to analyse the assessment systems and the ways to improve them, at both levels bachelor's and master's degree programmes. The methodology is based on the model "Working with People", which for the first time at the UPM, creates a participatory process with students and lecturers aimed at knowing their opinion and their feelings about the evaluation process and the potential for improvement. Eight focus groups were developed, with 33 students and 39 university teachers in total. The results indicate that the perception of students and lecturers regarding the evaluation systems have many common points, as well as the need to undertake an improvement strategy for integrating actions from all three model dimensions, seeking a balance in joint work among lecturers, university administrators and studentsThe use of technology in a model of formative assessment
http://hdl.handle.net/2117/90377
The use of technology in a model of formative assessment
García López, Alfonsa; García Mazarío, Francisco
This work describes a formative assessment model for the Mathematical Analysis course taken by engineering students. It includes online questionnaires with feedback, a portfolio with weekly assignments, exams involving the use of mathematical software and a project to be completed in small groups of two or three students. The model has been perfected since 2009, and during the 2014-15 academic year the creation of a pilot online learning community was added. Based on Google+, it has been used for a peer assessment experiment involving student projects, among other uses
2016-10-03T12:38:36ZGarcía López, AlfonsaGarcía Mazarío, FranciscoThis work describes a formative assessment model for the Mathematical Analysis course taken by engineering students. It includes online questionnaires with feedback, a portfolio with weekly assignments, exams involving the use of mathematical software and a project to be completed in small groups of two or three students. The model has been perfected since 2009, and during the 2014-15 academic year the creation of a pilot online learning community was added. Based on Google+, it has been used for a peer assessment experiment involving student projects, among other usesOn-line quizzes to evaluate comprehension and integration skills
http://hdl.handle.net/2117/90375
On-line quizzes to evaluate comprehension and integration skills
Badia Valiente, José David; Olmo Cazevieille, Françoise; Navarro Jover, José Manuel
This work demonstrates the use of a 2.0 tool, namely, Socrative, to evaluate one of the cross-curricular competences indicated by the Universitat Politècnica de València, specifically, comprehension and integration. It has been applied to the courses in different areas: sciences, engineering and languages. As part of its implementation, activities were proposed that could be done at the beginning, during or at the end of the class to, on the one hand, help students acquire the knowledge associated with the course(s), and on the other, gather evidence that demonstrates acquisition of said competence. The results show a high level of satisfaction by the students with the use of the Socrative tool as an element to promote active participation and the acquisition of the cross-curricular competence of comprehension and integration; therefore, its extension to other courses has been suggested
2016-10-03T11:58:45ZBadia Valiente, José DavidOlmo Cazevieille, FrançoiseNavarro Jover, José ManuelThis work demonstrates the use of a 2.0 tool, namely, Socrative, to evaluate one of the cross-curricular competences indicated by the Universitat Politècnica de València, specifically, comprehension and integration. It has been applied to the courses in different areas: sciences, engineering and languages. As part of its implementation, activities were proposed that could be done at the beginning, during or at the end of the class to, on the one hand, help students acquire the knowledge associated with the course(s), and on the other, gather evidence that demonstrates acquisition of said competence. The results show a high level of satisfaction by the students with the use of the Socrative tool as an element to promote active participation and the acquisition of the cross-curricular competence of comprehension and integration; therefore, its extension to other courses has been suggestedV International UNIVEST Conference: the challenges of improving assessment
http://hdl.handle.net/2117/90373
V International UNIVEST Conference: the challenges of improving assessment
Amante García, Beatriz; Martínez Martínez, María del Rosario
The V International UNIVEST Conference aimed to provide an integrative and critical outlook on the assessment process, considering it as an activity integrated in general university teaching, with the active participation of all subjects involved at all educational stages. With that main goal, the emphasis in this edition was on creating a forum to debate and exchange ideas about university teaching and learning processes and the importance of placing students in the centre of those processes
2016-10-03T11:14:42ZAmante García, BeatrizMartínez Martínez, María del RosarioThe V International UNIVEST Conference aimed to provide an integrative and critical outlook on the assessment process, considering it as an activity integrated in general university teaching, with the active participation of all subjects involved at all educational stages. With that main goal, the emphasis in this edition was on creating a forum to debate and exchange ideas about university teaching and learning processes and the importance of placing students in the centre of those processesMathematical modelling in engineering: a proposal to introduce linear algebra concepts
http://hdl.handle.net/2117/85625
Mathematical modelling in engineering: a proposal to introduce linear algebra concepts
Cárcamo Bahamonde, Andrea Dorila; Gómez Urgellés, Joan Vicenç; Fortuny Aymeni, José María
The modern dynamic world requires that basic science courses for engineering, including linear algebra, emphasize the development of mathematical abilities primarily associated with modelling and interpreting, which aren´t limited only to calculus abilities. Considering this, an instructional design was elaborated based on mathematic modelling and emerging heuristic models for the construction of specific linear algebra concepts: span and spanning set. This was applied to first year engineering students. Results suggest that this type of instructional design contributes to the construction of these mathematical concepts and can also favour first year engineering students understanding of key linear algebra concepts and potentiate the development of higher order skills
2016-04-13T15:03:56ZCárcamo Bahamonde, Andrea DorilaGómez Urgellés, Joan VicençFortuny Aymeni, José MaríaThe modern dynamic world requires that basic science courses for engineering, including linear algebra, emphasize the development of mathematical abilities primarily associated with modelling and interpreting, which aren´t limited only to calculus abilities. Considering this, an instructional design was elaborated based on mathematic modelling and emerging heuristic models for the construction of specific linear algebra concepts: span and spanning set. This was applied to first year engineering students. Results suggest that this type of instructional design contributes to the construction of these mathematical concepts and can also favour first year engineering students understanding of key linear algebra concepts and potentiate the development of higher order skillsThe use of e-portfolio in a linear algebra course
http://hdl.handle.net/2117/85621
The use of e-portfolio in a linear algebra course
Taberna Torres, Judit; García Planas, María Isabel; Domínguez García, Santiago
The use of e-portfolio becomes more common learning and student assessment; and this is due to the need for teachers to enhance students’ autonomy. The use of e-portfolio helps students to reflect on their own learning process. Lectures to large groups should not be limited only to classes, but must foster active learning, and in this regard, the introduction of the e-portfolio is a good tool because it stimulates collaborative and cooperative work among students and in turn encourages feedback with the teacher. To apply active methodologies during 2014-15 has been introduced in the course of the preparation of Linear Algebra comprehensive e-portfolio. To prepare the work of the e-portfolio the teacher had to clearly define the objectives that must be achieved by the students, and has had to plan in an understandable manner the tasks that the students can work independently outside the classroom. For the realization of the e-portfolio have been used different platforms. Each third of the students worked with a different platform, through AteneaLabs that it has provided templates in order that each student make their own e-portfolio, as well as it provide all necessary manuals. The platforms used were: Mahara, Exabis, WordPress and Google Sites. Formative assessment of the e-portfolio has been made from different rubrics defined in in the course syllabus and known by students since the beginning of the course
2016-04-13T13:47:35ZTaberna Torres, JuditGarcía Planas, María IsabelDomínguez García, SantiagoThe use of e-portfolio becomes more common learning and student assessment; and this is due to the need for teachers to enhance students’ autonomy. The use of e-portfolio helps students to reflect on their own learning process. Lectures to large groups should not be limited only to classes, but must foster active learning, and in this regard, the introduction of the e-portfolio is a good tool because it stimulates collaborative and cooperative work among students and in turn encourages feedback with the teacher. To apply active methodologies during 2014-15 has been introduced in the course of the preparation of Linear Algebra comprehensive e-portfolio. To prepare the work of the e-portfolio the teacher had to clearly define the objectives that must be achieved by the students, and has had to plan in an understandable manner the tasks that the students can work independently outside the classroom. For the realization of the e-portfolio have been used different platforms. Each third of the students worked with a different platform, through AteneaLabs that it has provided templates in order that each student make their own e-portfolio, as well as it provide all necessary manuals. The platforms used were: Mahara, Exabis, WordPress and Google Sites. Formative assessment of the e-portfolio has been made from different rubrics defined in in the course syllabus and known by students since the beginning of the courseAn evaluation tool for physics applets
http://hdl.handle.net/2117/85600
An evaluation tool for physics applets
Pejuan Alcobé, Arcadi; Bohigas Janoher, Xavier; Jaen Herbera, Javier
Physics applets are well known appealing resources for teaching and learning physics, and there is a lot of them available on the Internet. Nevertheless, not all of them are of the same quality as such resources nor fit every specific teaching/learning purpose. The start question was why we teachers or lecturers like a given applet or not, and the answer should be based on practical evaluations of applets from the Internet, taking quality evaluation criteria already published into account. In this way, an evaluation tool was developed as a rubric which draws attention to the different aspects of an applet that are relevant for teaching or learning a physics topic, grouped into five categories. Each category is given a separate scoring based on a preparatory qualitative evaluation of the aforementioned aspects. This evaluation tool has been tested on five physics applets by four secondary-school teachers as experts in first-year students’ background. The results show the suitability degree of each of these applets as resources for different teaching/learning environments, as well as the suitability of the evaluation tool itself, which simplifies the interchange of information on physics applets among teachers and lecturers
2016-04-13T11:29:36ZPejuan Alcobé, ArcadiBohigas Janoher, XavierJaen Herbera, JavierPhysics applets are well known appealing resources for teaching and learning physics, and there is a lot of them available on the Internet. Nevertheless, not all of them are of the same quality as such resources nor fit every specific teaching/learning purpose. The start question was why we teachers or lecturers like a given applet or not, and the answer should be based on practical evaluations of applets from the Internet, taking quality evaluation criteria already published into account. In this way, an evaluation tool was developed as a rubric which draws attention to the different aspects of an applet that are relevant for teaching or learning a physics topic, grouped into five categories. Each category is given a separate scoring based on a preparatory qualitative evaluation of the aforementioned aspects. This evaluation tool has been tested on five physics applets by four secondary-school teachers as experts in first-year students’ background. The results show the suitability degree of each of these applets as resources for different teaching/learning environments, as well as the suitability of the evaluation tool itself, which simplifies the interchange of information on physics applets among teachers and lecturersPost secondary project-based learning in science, technology, engineering and mathematics
http://hdl.handle.net/2117/85583
Post secondary project-based learning in science, technology, engineering and mathematics
Ralph, Rachel A.
Project-based learning (PjBL - to distinguish from problem-based learning - PBL) has become a recurrent practice in K-12 classroom environments. As PjBL has become prominent in K-12 classrooms, it has also surfaced in post-secondary institutions. The purpose of this paper is to examine the research that has studied a variety of science, technology, engineering and mathematic subjects using PjBL in post-secondary classrooms. Eleven articles (including qualitative, quantitative and mixed methods) were included. The format includes: an introduction and background (which defines PjBL and STEM), research methods, quality appraisal used, results, and a discussion, future research and a conclusion. Two tables and two figures are included. In this paper, theoretical backgrounds and key terms were identified, followed by a literature review discussing four themes: content knowledge, interdisciplinary skills, collaboration and skill development for future education and careers. Results suggested that there is a positive connection between content knowledge learning and PjBL in collaborative settings. Additionally, some negative perceptions arose regarding teamwork situations. Interdisciplinary skills were achieved, but quite limited in post-secondary classrooms. PjBL and STEM were perceived to be important for future education and careers. Future research needs to be completed and institutional curriculum changes informed by the results of this research need to occur to further explore interdisciplinary courses and the use of PjBL
2016-04-13T09:11:09ZRalph, Rachel A.Project-based learning (PjBL - to distinguish from problem-based learning - PBL) has become a recurrent practice in K-12 classroom environments. As PjBL has become prominent in K-12 classrooms, it has also surfaced in post-secondary institutions. The purpose of this paper is to examine the research that has studied a variety of science, technology, engineering and mathematic subjects using PjBL in post-secondary classrooms. Eleven articles (including qualitative, quantitative and mixed methods) were included. The format includes: an introduction and background (which defines PjBL and STEM), research methods, quality appraisal used, results, and a discussion, future research and a conclusion. Two tables and two figures are included. In this paper, theoretical backgrounds and key terms were identified, followed by a literature review discussing four themes: content knowledge, interdisciplinary skills, collaboration and skill development for future education and careers. Results suggested that there is a positive connection between content knowledge learning and PjBL in collaborative settings. Additionally, some negative perceptions arose regarding teamwork situations. Interdisciplinary skills were achieved, but quite limited in post-secondary classrooms. PjBL and STEM were perceived to be important for future education and careers. Future research needs to be completed and institutional curriculum changes informed by the results of this research need to occur to further explore interdisciplinary courses and the use of PjBL