Abstract:

Project-based Learning and Problem-based Learning (PBLs) are two different approaches based on student-centered models to enhance the student skills and motivation, promoted by the European Space of Superior Education (ESSE). Both solve problems carrying out by projects, through cognitive, interdisciplinary and collaborative learning. Nevertheless, innovation is not included as a foundation in PBLs, despite its high interest in most disciplines development.

In this experience, innovation and creativity have been encouraged while both PBLs approaches had been applied in mechanical engineering degree. Personal skills such as creativity, resourcefulness, inventiveness, and PBL strengths such us working in teams, communicative and experience in the real agricultural machines projects and industrial environments were gathered in this implementation.

The study was based on how farmers are currently applying agrochemical products on trees uncontrollably. Open-minded and unconventional solutions were welcomed. An innovative solution to apply these products on trees sustainably was developed by students. Reduction of the environmental harmful was about 65%-75% from the conventional technologies. The solution was the base of final degree projects and an R&D project in agriculture machines development. PBL-R-SPQ test has shown clear tendencies to enhance deep learning in the involved students who have improved their curricula through valuable innovative and practical skills for researcher, worker or even entrepreneur student development.

Keywords:

PLB, innovative, agriculture, project, deep-learning, industrial, methodology.