Compartir
Título
Compartmental Learning versus Joint Learning in Engineering Education
Autor(es)
Materia
competency-based learning; mathematics skills; computer-based problem solving; engineering degrees
Clasificación UNESCO
12 Matemáticas
1203.10 Enseñanza Con Ayuda de Ordenador
Fecha de publicación
2021
Resumen
[EN]Sophomore students from the Chemical Engineering undergraduate Degree at the University
of Salamanca are involved in a Mathematics course during the third semester and in an
Engineering Thermodynamics course during the fourth one. When they participate in the latter
they are already familiar with mathematical software and mathematical concepts about numerical
methods, including non-linear equations, interpolation or differential equations. We have focused
this study on the way engineering students learn Mathematics and Engineering Thermodynamics.
As students use to learn each matter separately and do not associate Mathematics and Physics, they
separate each matter into different and independent compartments. We have proposed an experience
to increase the interrelationship between different subjects, to promote transversal skills, and to
make the subjects closer to real work. The satisfactory results of the experience are exposed in this
work. Moreover, we have analyzed the results obtained in both courses during the academic year
2018–2019. We found that there is a relation between both courses and student’s final marks do not
depend on the course.
URI
DOI
10.3390/math9060662
Versión del editor
Colecciones
- GIOETFE. Artículos [48]