Abstract:

Project-based or problem-based learning is a teaching methodology that involves a set of tasks based on solving questions or problems through a process of research or creation by students who work relatively autonomously and with a high level of involvement and cooperation.

In many cases, teaching occurs through simplifications, which are necessary to facilitate the teaching process and to deal with time restrictions. In engineering, one of these simplifications is presenting problems or exercises with closed statements where all the necessary data is provided, and the required results are explicitly stated. However, this differs from reality, where engineers typically need to search for relevant data, select what they need from available information, and determine how to calculate or approximate missing data. Excessive focus on narrowly defined exercises can lead engineering students to become overly reliant on solving specific problem types and hinder their performance in final degree projects and future professional work.

Encouraging independent thinking, adaptability, and problem-solving skills is crucial for the success of the students in engineering careers and this could be done through project-based learning in laboratory practical lessons.

This work presents an experience in project-based learning in a practical lesson of aerospace engineering.

The laboratory session consists of a small-scale turbojet engine on a test bench. Students are shown measuring sensors and measuring points in the engine. Tests are performed at different working points and students are asked to develop a project evaluating the performance of the turbojet. Students have to find themselves which parameters are best-suited to present the performance evaluation, how to obtain them from flow measures and geometrical dimensions of the engine, present their results and support their conclusions. They are also asked to comment on uncertainties in measures and how to improve the measurements.

Surveys show that students valued positively the approach, considered that the laboratory session improved their knowledge on the subject and that it trained different skills compared to other laboratory sessions. Exams results show a better understanding of jet engines from the students.

Based on this experience, it can be concluded that project-based learning is well-regarded by students, helps improved the knowledge on the subject and trains transversal competences.

Keywords:

Aerospace engineering, project-based learning, laboratory lessons, STEM.