Abstract:

Materials Science subject within engineering degrees often entail complex theoretical content that may limit student engagement and pose challenges to deep conceptual understanding. To address these issues, a structured, collaborative poster-based project was introduced to engage students actively throughout the semester. From the onset of the course, students are organized into small groups, each assigned a specific unit to explore in detail. The project design incorporates formative guide questions to prompt critical analysis and facilitate content organization. Additionally, dedicated tutoring sessions support students in refining their research skills and structuring their findings, ultimately enhancing their comprehension of intricate materials science concepts.

End-semester, each group presents its work in a conference-style format, where students display their posters and provide oral presentations to their peers. This presentation model serves as a unique peer-teaching experience, encouraging students to explain complex concepts to classmates, which reinforces their understanding while cultivating essential communication skills. The conference-style setup also fosters a collaborative environment where students actively engage with one another’s work, promoting a culture of shared learning and continuous feedback.

To measure learning outcomes, a targeted evaluation is administered following the poster presentations, assessing students’ retention and understanding of both the content they presented and the information shared by their peers. This post-presentation assessment allows for insights into the effectiveness of peer-led instruction and encourages students to view themselves as integral participants in the learning process. Furthermore, an award for the best poster, determined through voting by both instructors and students, provides an added incentive and recognizes excellence in research, presentation, and design.

Preliminary observations suggest that this innovative approach enhances engagement, retention, and teamwork, while also addressing the challenges of high theoretical content in materials science subject. By promoting a structured yet student-centered learning environment, this methodology offers a valuable framework for enhancing educational outcomes in materials science and may have applications in other complex subject areas within engineering education.

Acknowledgement:
EcoMateriales: Innovación en ciencia de materiales para la sostenibilidad y desarrollo de competencias transversales (HBP/PIE i3lab 24-20) granted by Vicerrectorado de Grado e Innovación Educativa (UPV/EHU).

Keywords:

Materials science, Peer-teaching, Collaborative learning, Student Engagement.