Abstract:

For students of the last course and future civil engineers, it is often difficult to learn subjects related to the environmental impacts that may suffer the ecosystems. These subjects are related to ecology rather than engineering, so even the basic concepts necessary to understand the matter should be explained beforehand. For this reason, the teacher should strive for the outset to motivate students. This has been done on the subject "Environmental Impact of Hydraulic Engineering", subject of the final year of Hydraulic filed (30 students more or less). This subject consists of 4.5 credits, of which only 2.5 are theoretical credits. The remaining 2credits are for practical sessions (classroom, laboratory and computing). This article shows how to raise the subject with the goal that students enjoy learning.
In the first part of the semester, is taught the theory, necessary and essential for further learning. In this case, different tools have been used, from traditional lecture to the use of concept maps, even using visual tools such as videos and photographs of real cases. The way to assess this theoretical part has changed over the years. The early years, typical written exams were done, since objective exams with open response to multiple choice exams. Other years, concept maps have been used as a tool, not only to impart knowledge but also as an evaluation tool. In recent courses, the theoretical part is not evaluated as such. The student is aware of the need to learn the theoretical knowledge in order to apply the practice part. So, it has been seen that it is not necessary to evaluate this theoretical knowledge. They are motivated to learn themselves and when the practical part begins all students have understood such knowledge. Theoretical underlies the practice, and all students would pass a theoretical exam in the case of performing it and without being overwhelmed by that exam.
The second part of the semester is focused on the practical part, where students work at practices classroom, computer and laboratory. In this part, the main objective is that students learn to work in small groups, make use of independent and collaborative work, consolidate knowledge and be aware of the importance of the environment and its need of protection. These objectives are reflected in the three types of practices. This part is assessed by the delivery of some reports, and through the group-work done and its exposition.
During the first years, an evaluation was made of the theoretical part, and the motivation to learn from the students was very low, their motivation was simply to approve. In the last years in which the theory has been arisen simply as an aid to learn, it has been shown that students are more participatory in class, more motivated and eager to learn, once they are released from the stress of the exam. The students experience have been rewarding in recent courses. That is evident in recent teacher assessment questionnaires, which have grown up from a value of 7 to a value of 9 (out of 10). Students have been motivated, have learned and have also enjoyed.

Keywords:

Student motivation, practical class, theoretical class.