Abstract:

Hydraulic turbomachines is a mandatory subject in several engineering courses. Unlike other engineering subjects, it is based on a relatively simple conceptual framework and does not require advanced mathematical knowledge for problem-solving. Historically, these factors have contributed to a high success rate in this subject, perpetuating the use of traditional passive teaching methods to conduct these courses. However, in recent years, the success rate has gradually decreased. Students are finding it increasingly difficult to solve the problems of the subject. In particular, when they are problems (design or installation) with many sections and require the combination of knowledge and methodologies from different chapters of the subject or mathematical methods (derivatives or trigonometry) that they have seen in previous courses.

In response to this challenge, we offer students a series of virtual activities designed to help them explore in an autonomous form the methodological and conceptual aspects that often pose difficulties in problem-solving. We included tests in the Moodle learning platform of the University of Malaga that students routinely use in most of their courses, allowing students to gradually familiarise themselves with these aspects before applying them to more practical problem scenarios, including those posed in the exams.

In this teaching innovation study, we will delve into this methodology in detail and discuss its impact on student's success rates and grades two years after its implementation. Finally, we will discuss our plans to extend this methodology to incorporate a review of basic mathematical concepts, as they also present increasing challenges for students in this academic year.

Keywords:

Problem-based learning, Engineering, Learning platform.