Research in Engineering Education Symposium 2011 - rees2009

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Universidad Politécnica de Madrid (UPM) Página 570 de 957 Stamouli, I., & Huggard, M. (2007). Phenomenography as a tool for understanding our students. International Symposium for Engineering Education, 2007, Dublin City University, Ireland. Tinto, V. (1987), Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press. Yun, J., Cardella, M. Purzer, S., Hsu, M-C., & Chae, Y. (2010). Development of Parents’ Engineering Awareness Survey (PEAS) according to the knowledge, attitudes, and behavior framework. Proceedings of the Annual American Society of Engineering Education Conference, Louisville, KY. Zoltowski, C. B., Oakes, W. C., and Cardella, M. C. (2012). Students' Ways of Experience Human-Centered Design. Journal of Engineering Education. To appear January 2012. Acknowledgements This work was made possible by grants from the National Science Foundation (EEC 0935077) and Purdue’s College of Engineering Engineer of 2020 Initiative. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Copyright Statement Copyright © 2011 Zoltowski, Cardella and Oakes: The authors assign to the REES organisers and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to REES to publish this document in full on the World Wide Web (prime sites and mirrors) on CD-ROM and in printed form within the REES 2011 conference proceedings. Any other usage is prohibited without the express permission of the authors. Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
Universidad Politécnica de Madrid (UPM) Página 571 de 957 Topic: Classroom experiments – Chair: Lyn Brodie Classroom experiments in the new degree of Materials Engineering at UPM Teresa Palacios, Konstantina Konstantopoulou, Alvaro Ridruejo, Elena M. Tejado and Jose Ygnacio Pastor tpalacios@mater.upm.es , konstantina@mater.upm.es , aridruejo@mater.upm.es , elena.tejado@mater.upm.es , jy.pastor@mater.upm.es Universidad Politécnica de Madrid Spain Abstract: The present study proposes an original educational methodology that fits perfectly into the new educational strategies arising from the European Space for Higher Education. Students were required to design a real experiment and carry it out in order to present a report of the obtained results and finally realize an oral presentation in the class. The findings showed that, comparing with previous courses, innovative teaching procedures performed resulted in higher grades and an increase of the motivation among students for the subject and, broadly, for the degree. Moreover, this activity not only stimulates student´s creativity and autonomous learning but also enhances crucial transversal skills such as team work, communication skills and the promotion of a deep comprehension of scientific methodology in an appealing and more attractive way. Introduction The best answer to the question, "What is the most effective method of teaching?" is that it depends on the goal, the student, the content, and the teacher. But the next best answer is, "students teaching other students." (McKeachie, 1991). Changes in the teaching of sciences have been widely reported in recent years, especially at the upper secondary and introductory university levels as the European Space for Higher Education has prompted new educational strategies, involving changes to courses, curricula and instructional methods. In this way, new curricula has placed greater emphasis on the importance of practice and the learning process of students, replacing the standard lecture with active learning strategies into the daily routine of classroom instruction. According to McKeachie (1991), active learning refers to "experiences in which students are thinking about the subject matter" as they interact with the instructor and each other (Gamson, 1991). This learning format has proven very effective in science teaching. Research shows that passive involvement generally leads to a limited retention of knowledge of students (Jaques, 1992) meanwhile after an active learning, such as simulating a real experience; students tend to remember the 90% of what they have learned (Dale, 1969). As a result, active and cooperative learning has become an important approach used by many teachers. Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
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