Cooperative Dynamic Approach in Engineering Teaching: Same Content and Trend Towards Better Result


  • Egoitz Sierra University of the Basque Country
  • Rikardo Minguez University of the Basque Country
  • Eneko Solaberrieta University of the Basque Country
  • Nestor Goikoetxea University of the Basque Country
  • Mikel Iturrate University of the Basque Country


This 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.



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