Abstract:

It is imperative to transform the conventional approach to teaching technology in secondary schools into a more active, competency-based, and interdisciplinary model. This transformation should aim to encourage and motivate students to acquire skills and knowledge that may initially appear unappealing. The subject of Technology in secondary education offers a valuable opportunity to implement methodologies that foster critical thinking, creativity, collaboration, and the resolution of real-world problems, thereby extending beyond the limitations of purely theoretical learning.

One of these real-world challenges in engineering is the design of efficient transportation and construction structures, such as bridges. In this study, we propose an innovative educational approach centered on the construction of bridges using paper rolls, which offers students a unique and challenging technical task. This task necessitates that students engage in planning, research, design, and construction by applying the technical knowledge acquired in the instructional units covered in class. Additionally, students are required to evaluate and present a final product. This process is implemented through a Project-Based Learning (PBL) methodology, augmented by an educational competition component. This approach enhances students' intrinsic motivation by positioning them as active participants in their own learning while also fostering peer competition.

The activity facilitates the applied study of complex concepts, including triangulated structures, types of forces, and structural stability, as well as the Cremona method. This approach enhances comprehension through practical experimentation. Furthermore, it integrates elements of education for sustainability by advocating the use of recyclable materials, fostering reflection on environmental impact, and underscoring the importance of responsible consumption, in accordance with several Sustainable Development Goals (SDGs).

This proposal presents an excellent opportunity for students to apply a variety of social skills that are essential during the developmental stage of adolescence, such as articulating their opinions assertively and employing strategies for conflict prevention and resolution within their peer group.

Furthermore, the proposal is crafted from an inclusive perspective, offering strategies to address student diversity by tailoring tasks to their respective levels and competencies, and facilitating peer collaboration. It further advocates for formative and diversified assessment through the use of rubrics, self-assessment, peer assessment, and hetero-assessment.

Keywords:

Educational proposal, motivation, secondary education, bridge construction.