Research in Engineering Education Symposium 2011 - rees2009

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Universidad Politécnica de Madrid (UPM) Página 574 de 957 Main results In order to evaluate the work of each group and also the efficiency of the activity it was necessary to evaluate every step of their progress. Quantitative data from the first assessment are shown in the Figure 1. In this step, once each group has presented a preproject, the students of the other groups evaluated the presentation and the work of their classmates. There were 26 groups and each student (75 students) had to evaluate 8 of them that were randomly chosen. The evaluation criteria were the level of the compliance of the points shown below: • Clarity of the objectives and the hypothesis • Proposed methodology • Clarity of the explanations and relation of the experiment with the subject • Originality of the experiment • Feasibility of the experiment As it can be observed from the representation of the fraction of students versus the evaluation mark (Figure 1), students evaluated rather generously their classmates to encourage them. The lowest evaluation mark given was 2.7 and the highest was 5, achieved by only a few groups. The mean of the pre-evaluation was 3.21 (fair). This preevaluation helped and stimulated students in order to carry out the science project. Moreover, it worked as a push to start with the design of the experiment and the information search. Figure 2 shows the quantitative data of the post evaluation. In this case, each group had to present a report of the science project to make a public presentation in classroom and finally, to answer the questions by their peers and the teacher. However, the main difference between the pre-evaluation and the post-evaluation is that in the second one, the professor evaluates the work of the groups and each one of the students. So, it can be observed that there is more scatter in the results than in the case of the preevaluation, and moreover, although the mean of the post-evaluation is 3.1 (good), very close to the other one (pre-evaluation), it is obvious that there is a significant improvement of the evaluation marks. The scatter is due to the final presentation of the science projects, where some groups showed a poorer performance while others had an excellent level. Additionally, when students were asked about the scientific skills acquired through this education plan it was found that almost all of the students were more familiarized with science and understood the process of the scientific projects. Moreover, some opinions of the students are as follows: “This education plan has provided high motivation about materials science and scientific experiments” “The students overcome the fear of speaking in public” Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
Universidad Politécnica de Madrid (UPM) Página 575 de 957 “Now I understand and I can explain phenomena about the structure of materials and their function” Figure 1: Pre-evaluation. Presentation of the fraction of the students versus the evaluation mark (1-5)*. *5= very good, 4= good, 3= fair, 2= poor, 1= very poor Figure 2: Post-evaluation. Presentation of the fraction of the students versus the evaluation mark (0-5)*. Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
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Research in Engineering Education Symposium 2011 - rees2009

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