Abstract:

The lack of connection between knowledge and practice in the subjects, as well as the lack of relationship between subjects in the same academic year, leads to a lack of ability of students to acquire their own competences in the field of engineering and science. For this reason, teaching methods were sought in which the proximity to future working life and the interdisciplinary connection of the subjects had a greater driving force. These methods met with a satisfactory response from the students, despite the time and study requirements.

The inclusion of these active teaching methods began to be addressed in the subjects of the higher courses and in an independent manner. This has improved student learning in these subjects with a positive inertia, but it has always remained an isolated result. Therefore, the aim was to improve and validate the methodology as much as possible in these subjects, in order to be able to implement it in a fixed and complementary way in all course modules, both horizontally and transversally.

The final objective was to involve the students in the development of a project in the final phase of their training that would bring them as close as possible to the reality of the world of work. This is facilitated by the fact that half of the teaching staff are in active professional practice. For this reason, a relationship has been established with the students that allows them to work one-on-one with the teaching staff, to apply the knowledge, concepts and methodologies acquired in other subjects, and to facilitate the final development of their project. The students ‘critical analysis of the results plays a key role in their learning process. Our experience with this approach is highly satisfactory, and students are currently involved in the development of new tools.

Keywords:

Project-based, science, engineering, teamwork.