Abstract:

This work discusses the development and results of a teaching methodology where undergraduate students used an exploratory approach to learn about electromagnetism with Project Based Learning. The innovation when compared with traditional methodology has been to put the students in the role of researchers, facilitating an environment where theory and practice interweave with each other. Samples of the work of students, covering artistic experiments with induction heating, Lichtenberg figures, plasma manipulation and ferromagnetic fluids are shown as evidence of depth and breadth into their learning experiences. The results are analyzed and discussed both from the perspective of the students and professors.

This paper introduces the development and analysis of teaching electromagnetism in a new way that blends creativity with scientific experimentation. The current lecturing model utilized in engineering schools focuses on analyzing equations and doing related physics experiments. This kind of lecturing model has been under scrutiny by scholars like Alison King, who claim new models should emerge to facilitate participation from the students [1]. There are also design schools that are proposing to incorporate critical thinking as an essential part of the learning experience. [2]

Feedback was collected formally by the University in the form of an online survey. The vast majority mentioned how this class was intellectually stimulating and that they were being constantly challenged to push their limits. External faculty, artists and professionals expressed surprise and excitement by the diversity and complexity of the projects.

Coe, Aloisi, Higgins and Major, in their article “What Makes Great Teaching” define effective teaching as "that which leads to improved student achievement using outcomes that matter to their future success." [3] With that definition, it might be too early to judge if the method proposed in this paper can be called effective teaching. But seeing the student initial results has been so encouraging that it seems that any difficulties detected worth trying to be solved.

References:
[1] Alison King. “From Sage on the Stage to Guide on the Side.” in College Teaching (Taylor and Francis Online, 2010), 30-35
[2] Rosanne Somerson “The Art of Critical Making” in The Art of Critical Making: Rhode Island School of Design on Creative Practice, ed. Rosanne Somerson, and Mara Hermano (John Wiley & Sons, Incorporated, 2013), 19-31
[3] Coe, Aloisi, Higgins and Major, “What Makes Great Teaching” in Review of the underpinning research, Project Report. (Sutton Trust: London, 2014).

Keywords:

Maxwell's equations, electromagnetism, critical making, project based learning, innovative pedagogy.