Perceptions of Mechanical Engineering StudentsRegarding Flipped Laboratory Activities
- Autores: Marina Isabel Felizardo Correia Duarte, Maria de Fátima Coelho Monteiro
- Localización: Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality / coord. por Francisco José García Peñalvo, Alicia García Holgado, 2023, ISBN 978-981-99-0941-4, págs. 466-477
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Learning in the laboratory is essential in engineering education, but themassification of higher education makes it difficult. Educational technology hasopened new possibilities and current trends comprise active methodologies supported by information communication technology, like the flipped pedagogicalmodel. In a mechanical engineering programme in Portugal, curricular changeseliminated all laboratory classes on fluids and heat. To address the need for ahands-on component, optional flipped laboratory activities in thermodynamicswere made available to the students. Because these activities require specificresources, like procedures without which they cannot be carried out, this actionresearch aims to evaluate the feasibility of using the flipped approach for theirimplementation and to identify the type of resources that students perceive asmost useful. Thirty-one students attended the activities, which proved to be feasible and which they perceived as contributing to their learning, despite interestbeing low, and decreasing throughout the semester. The evaluation by the studentsat the end of each laboratory session proved to be appropriate to the action researchmethodology. As for the resources, the written procedure is an essential elementfor laboratory activities and video is a good complement, but it does not replaceit.
