Abstract:

The technology of geotechnical structures is a complex field, which covers the different steel and reinforced concrete elements used for foundations and other special geotechnical works. The width of these topics makes difficult the teaching and learning process, and requires an important effort for both students and teachers. However, the new context produced by the Bologna Declaration and the European Higher Education Area has allowed the generalization of the use of new teaching and learning methodologies, helping in the particular case of the technology of geotechnical structures the acquisitions of their contents and skills by the students.

In this research, it has been studied the case of the subject “Geotechnical Structures Technology” of Geological Engineering master’s degree at University of Alicante (Spain) during the last six academic years (from 2014-15 to 2019-20). The contents of this subject are focused on the design of foundation elements made using reinforced concrete, as well as structural steel. The subject belongs to the first course of the previously mentioned Geological Engineering master’s degree. The previous formation of the students inscribed in the master’s degree is very heterogeneous, coming from different degrees, such as Geology, Civil Engineering and Mining Engineering ones. In addition to this, it is very common to receive students from foreign countries. It is used a problem-based learning methodology in the subject, which includes several works and activities focused in the different aspects covered along its development. Here, the results of the subject during the abovementioned six academic years period have been analyzed and discussed for each one of the evaluation items, as well as globally.

In view of the analysis performed, it is important to emphasize that the results of the problem-based methodology are adequate. However, it has been noted better results for the activities related to the less complex concepts, getting slightly worse for the advanced lessons, in which more difficult elements are designed. According to this, the possible improvements of the learning and teaching process of the subject should be focused on this final part of the subject.

Keywords:

Master’s degree, Experiences in Higher Education, Geological Engineering, problem-based learning methodology, reinforced concrete, foundations, learning results.