Cooperative Dynamic Approach in Engineering Teaching: Same Content and Trend Towards Better Result
AbstractThis article shows the benefits of active learning compared to traditional learning. It proves the importance of a fruitful discussion between peers. It is a sample of methodological change with no curricular change. It also shows the overall satisfaction of the students, who achieved an equal or better academic performance than the students in the traditional learning environment. At the Faculty of Engineering in Bilbao, Engineering Graphics is a collegiate subject and it is assessed using a final exam. In the 2015/2016 and 2016/2017 academic years, didactic interventions were carried out, introducing active methodologies in the experimental group, keeping the same content and evaluation as the control group. It is important to mention that the subject of Engineering Graphics is taught in large groups and with novel students of first course of engineering. A cooperative dynamic (jigsaw) was selected. The main feature of this method is that the students’ knowledge is developed by themselves and the teacher does not explain any theory and practice linked to the subject. The teacher advises students in their learning process. The quantitative and qualitative analysis of the data collected shows that the use of a cooperative dynamic has a positive effect on the learning process of the students.
By submitting a manuscript, the authors agree that the copyright for their article is transferred to the publisher if and when their article is accepted for publication. The author retains rights to the fair use of the paper, such as in teaching and other nonprofit uses. Membership in EDGD-ASEE does not influence acceptance of papers.
Material submitted should not have been published elsewhere and not be under consideration by another publication.