Abstract:

With the aim to improving student learning, the authors have planned a series of modifications within two subjects of the master's degree in engineering, processing and characterisation of materials. The initial premise of this modification is to adapt these subjects to the new emerging trends in education. This experience is based on the implementation of project-based learning among several subjects of the same master's degree, together with the combination of techniques such as cooperative learning or challenge-based learning to obtain learning environments with a greater motivating and enriching load for the student. The inclusion of these methodologies in the two subjects has been developed progressively in order to analyse both the behaviour and opinion, as well as the results obtained by the students.

Firstly, the idea of linking different subjects has been developed thanks to the implementation of project-based learning, where both subjects have as a final objective the realisation of a joint project. This idea allows the students to understand the context in which the subjects are located and to apply the knowledge they acquire during the course of the subjects in a bidirectional way.

On the other hand, in order to favour this project-based learning between the different subjects involved, students work through cooperative learning in a concrete way in each subject, generating a way of working and learning that allows the union of both methodologies. In particular, during the educational process, students are given different roles and responsibilities, generating direct feedback between them during the course of each practice and generating a positive working environment where each one of them is a fundamental part of the final objective. Initially, the students have their usual role, but as the internship progresses, they acquire more knowledge and responsibility, developing working groups among themselves and providing feedback on the projects in each block. With this method, all together they generate a positive push in their learning, always supported by the teacher as the main guide.

This way of working allows a direct link between the project-based learning that unites both subjects and the cooperative learning that the students carry out in a concrete way in each of them, generating a very positive learning network. This combination allows students to see what the main problems are that arise during the different processes within the internship and the overall project, allowing them to participate very directly in their learning process.

Keywords:

Project-based learning, Cooperative learning, Engineering, Master, Methodology.