KAHO Sint-Lieven Aalst, University College (BELGIUM)
About this paper:
Appears in: INTED2011 Proceedings
Publication year: 2011
Pages: 404-407
ISBN: 978-84-614-7423-3
ISSN: 2340-1079
Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain
Teaching physics, electronics, electricity, mechanics ... in one project is more than just a link between the environment of students and these subjects. It requires a thoughtful design of the lesson to combine the theoretical parts of the course with the technical aspects through the project, to choose and to treat topics in a meaningful way.
In this presentation we want to present the pocketbike project. This project is organized in the first year of the Bachelor electromechanics: it is takes 2 of the 60 credits.
This project combines different didactical approaches using new technologies to teach students not only theoretical topics and practical skills, but also competences and attitudes. The subject, changing a pocketbike into a ecological pocketbike, is a motivating topic. The way organization, the didactical approaches with new technologies and the evaluation method can transferred to other projects. The purposes of the project are: To challenge students to design, to build and/or to modify an ecological pocketbike starting from a second hand pocketbike, to acquire knowledge from multiple subjects and to develop and to practice multiple skills and competences.


Each session consists of several components:
1)The session assignment is always linked to research. To complete this assignment, students have to build a small construction to test a scientific phenomena or proof a mathematical formula they need in a certain topic.In each session, multiple sciences are combined.
2)For the technical task students go from design to manufacture. This may lead to a complete design of new parts. Students have to weld, phrase, turning, ...
3)As creative assignment students have to post the progress on a Google site / WIKI. At the end of each session: students have to
• Design/ update their site
• Use of Web 2.0 applications such as blogging, wiki, google site
• Take pictures and videos during the sessions and post them on the site
• Design/create a poster
4)The students also have to keep a history of the past session and make a to-do list for the new session on the website (an administrative assignment).


"Pocketbike Project" is based on teamwork. The students use the EPARR scientific method (Explore, prepare, act, reflect and report) rules to guide them through the research (inquiry based learning).
At the start of each session, the entire class group takes a test using clickers. The test consists of a number of multiple choice questions about the topic of the session assignment. After that, subgroups (eg two students) starts to complete the various tasks. Later on, each subgroup has to communicate with the other subgroups about the gathered information, ideas, problems and solutions using the jigsaw method and peer instruction. After this briefing, the entire class group is retested using clickers.
Students are evaluated on content, technical skills, creativity. The competencies (commitment, teamwork, critical reflection, reporting) are evaluated through peer assessment.

Skills & competences will be a chapter in the paper and the presentation.

KEULEN, H., Koster, A. 2006. Samenwerkend leren met de jigsaw-methode. Onderzoek van Onderwijs 35 (4), 67-71
LASRY, N. 2008. Clickers or flashcards: is there really a difference? The Physics teacher 46, 242-244
CROUCH, C.H., MAZUR, E. 2001. Ten years of experience and results. Am. J. Phys. 69, 970-977
Pocketbike, project, inquiry based learning, jigsaw, peer instruction, clickers, voting system.