Abstract:

This work reports on the introduction of problem-based learning (PBL) methodology into the subject of “materials science” in the mechanical engineering degree in Universitat Politècnica de València. Problem-based learning has undergone an increasing use in educational studies in the last years, especially in the medical field. This methodology approaches learning from a more realistic point of view, putting the students close to real life scenarios in the form of problems that need to be solved. Those problems are sorted out by the students in small groups and help them developing skills such as problem solving, critical thinking or data analysis. Moreover, it enhances the motivation of the students towards gaining more expertise in the field of knowledge of the treated subject by making them to solve problems similar to those that will be present in their future professional career. PBL places the student as the centre of its own learning while the teacher acts as a supporter, providing feedback. Additionally, the fact of working in small groups promotes social abilities and teamwork skills that are necessary in a professional team, in other words, cooperative learning is also applied.

In this work, problem-based learning is implemented in the subject Materials Science of the first year of the mechanical engineering degree in the Universitat Politècnica de València (UPV). To meet this end, students were first divided into small groups in order to promote cooperative learning. These groups worked during the course in order to solve different problems that were proposed during laboratory practice sessions. In this case, several materials were characterized in each one of the sessions, and the students had to discuss which one of those materials would be more suitable for a specific real life application, such as the construction of a resistant structure, the design of an electric facility and so on. Afterwards, the student had to justify their choice in terms of the analysed properties. The study showed a clear increase in the marks of the students with relation to previous years as a result of an increase in their motivation. This was also assessed through the analysis of surveys made to the students, which showed great signs of satisfaction. All in all, the combination of cooperative learning and problem-based learning enhanced the performance of the students.

Keywords:

Problem-based learning (PBL), Mechanical Engineering, cooperative learning, teamwork.