Strength of Materials Teaching from Active Learning

Luciano Andreatta-da-Costa

doi:10.36661/2595-4520.2021v4i1.11500

Abstract

This paper presents the results of research conducted in the area of engineering education based on active learning from a hands-on experiment determining the Young’s modulus of rubber bands. This research primarily aims to evaluate the extent to which active learning contributes to a better understanding of the Young’s modulus. The theoretical framework emphasises the need for student action in knowledge-building. A hypothesis test for proportions was used to compare the average scores obtained by students from two groups on a test given at the end of each pedagogical intervention. The first group (control group) took traditional lecture-based classes, and the second group took classes combined with a hands-on experiment using rubber bands. The results showed a significant improvement in the students who conducted the practical experiment for questions of a conceptual nature and a statistical difference between the performance for the conceptual questions and calculation questions in both groups.

Highlights

Considering the context of technological training aligned with such needs for the 21st century, some of the processes applied in engineering education need to be readjusted, and in some cases, undergo a significant transformation
This study focused on exploring Young's modulus, a concept that serves as the basis for all disciplines in the Engineering courses in the area of Materials and Structures
Some inferences can be drawn from the quantitative and qualitative results described in the previous section, in light of the AL theory presented in the initial sections, for engineering education

Summary

Introduction

Considering the context of technological training aligned with such needs for the 21st century, some of the processes applied in engineering education need to be readjusted, and in some cases, undergo a significant transformation. According to Rifkin (2014), we are going through a moment of profound technological transformation with a significant impact on the production of consumer goods and the provisioning of services, including training, in the technological area. Numerous studies on engineering and science education have explored this perspective (ROJTER, 2009; BRIEDE, 2013; VIIRI, 1996; VENQUIATURO et al; MORO et al), showing the extent to which education in the technological area can be improved by its application

Objectives

Findings

Discussion

Conclusion