1. Silvia De la Flor D. Ramos, X. Zamora, F. Ferrando, L. López de Zamora
Incorporating critical thinking in Structural Mechanics using a Project Based Learning strategy
Silvia De la Flor
D. Ramos, X. Zamora, F. Ferrando, L. López de Zamora
Departamento de Ingeniería Mecánica
UNIVERSITAT
ROVIRA I VIRGILI
TARRAGONA
(ESPAÑA)
Faculty of Education of the University of Extremadura
Badajoz (Spain), June 21st- 23rd 2017

2. Contextualization Contextualization
Design and Experimental Project (DEP) subjects
in Mechanical Degree
Teaching method mainly practical
Versatile and resolute
Engineers
Blended Teaching strategy Theory/practice
Unique Teaching Method in the URV
Contextualization

3. What are these subjects?
The main objective of these subjects is to enhance and promote the students’ critical thinking skills in the different disciplines where a Mechanical Engineer can develop the professional career
Contextualization
Three project-based subjects:
one for each course in Mechanical Degree

4. What do we do? 1st Course: 2nd Course: 3rd Course:
Designing and construction (when possible) mechanical prototypes focused in different mechanical engineering discipline
1st Course:
Statics and Dynamics of simple Machinery
2nd Course:
Contextualization
Structural Mechanics
3rd Course:
Machine Elements and Components

5. STUDENTS WORK IN GROUPS
Second Course DEP
Developing 4 structural Projects during the annual course
STUDENTS WORK IN GROUPS
They conceive, design, prototype and construct a mechanical product
Conducted in workshop mode
With cases and hands-on exercises
Reinforcing the key ideas
CLASS SESSIONS
TOPICS INCLUDE
engineering and construction project-management strategies:
from the initial conceptual phase, through design and construction, to completion.
Objective

6. PROJECT 1: simple truss made of canes designed to support a water tank
Projects Developed
DIFFERENT DESIGNS

7. PROJECT 1: simple truss made of canes designed to support a water tank
WEIGHING
PUNCTUATING
Projects Developed
TESTING!!!

8. Projects Developed DIFFERENT DESIGNS
PROJECT 2: truss design made of spaghetti simulating a high voltage tower
Projects Developed
DIFFERENT DESIGNS

9. Projects Developed TESTING
PROJECT 2: truss design made of spaghetti simulating a high voltage tower
Projects Developed
TESTING

10. PROJECT 3: a wall bracket made of copper wire
Projects Developed
DIFFERENT DESIGNS

11. PROJECT 3: a wall bracket made of copper wire
TESTING
Projects Developed

12. PROJECT 4: a bridge for a train made of rigid wires
DIFFERENT DESIGNS
Projects Developed

13. PROJECT 4: a bridge for a train made of rigid wires
Projects Developed
TESTING

14. Do our students develop critical thinking?
CRITICAL THINKING IS….
Structured Cognitive Processes that led to a clear, concise and rational decision making
Understand principles and fundamentals
Reason and argue in detail…
Methods
Question….
YES IF THEY….

15. How do we assess this competence?
Assessing written reports of each project
Assessing individual work of each student in class
Testing of Prototypes
Assessing group work in each class
Methods

16. Have our students developed critical thinking?
To measure the students’ perceptions and satisfaction with this methodology, a survey was conducted via Moodle, containing Closed questions (YES/NO) regarding the usefulness of our teaching methods for achieving critical reasoning.
Only course is presented here
55 students: 3 women and 52 men
Results

17. Do you think that Class Session have help you in the understanding and conducting of each DEP?
98% 2%
Do you think that DEP project developing have helped you increase your ability in reasoning and arguing?
87%
13%
Results

18. Do you think that DEP project developing have helped you increase your ability in questioning?
86%
14%
Overall, do you think that DEP Teaching Methodology have helped you in developing Critical Thinking?
97% 3%
Results

19. Conclusions Conclusions Success is Guaranteed
We have presented a new strategy based on Project Based Learning methodology to enhanced and promoted critical thinking in mechanical students.
Through the development of four Structural Projects, our students can develop this competence gradually.
Positive results are confirmed through
an anonymous survey.
Success is Guaranteed
Conclusions

20. Silvia De la Flor D. Ramos, X. Zamora, F. Ferrando, L. López de Zamora
Incorporating critical thinking in Structural Mechanics using a Project Based Learning strategy
Silvia De la Flor
D. Ramos, X. Zamora, F. Ferrando, L. López de Zamora
Departamento de Ingeniería Mecánica
UNIVERSITAT
ROVIRA I VIRGILI
TARRAGONA
(ESPAÑA)
Faculty of Education of the University of Extremadura
Badajoz (Spain), June 21st- 23rd 2017