Abstract:

In the standards and guidelines for quality assurance in the European Higher Education Area (EHEA), is established that one of the keys to combining the knowledge and skills of the learners is the implementation of new pedagogical active methodologies which are more student-centered, and learning based on competences. One of the most widely used and effective active learning methodologies is Project Based Learning (PBL). The PBL is a practical pedagogical methodology, in which the student should develop a project focused on the investigation of solving a real problem by applying the theoretical concepts from a practical point of view.

The application of this methodology implies that the teacher designs and develops a planning, both on-site and online activities for the students. The assessment of this methodology allows an adequate follow-up of the achievement degree of the academic objectives, in terms of the skills and competences acquired by the students. Likewise, this methodological shift requires a change in the role of the teacher, who must guide and accompany students in the learning process.
In recent decades, a significant number of initiatives have been carried out, but, in most cases, they are limited to implementations in individual subjects, with no scope in the degree curriculum.

In this frame, the main goal of this work is the development of project-based learning in two subjects of the bachelor’s degree in Energy Engineering in the Universitat Politècnica de València. The same problem will be analyzed from the practical point of view making use of both theoretical concepts of the subject “Statistic” and their subsequent implementation within the subject "Energy and Sustainable Development". Thus, this paper presents the developed methodology, the coordination between these two subjects and how it has been implemented, the achieved results and the initial conclusions obtained.

Keywords:

Project Based Learning, Engineering, Statistic, Energy.