Combined project-based learning and teacher-practical demonstrations to help acquire global engineering skills
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| Format: | Recurso digital |
| Sprache: | Englisch |
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2019
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| author | Peyret, Nicolas Courtois, Sylvain Chevallier, Gael |
| author_facet | Peyret, Nicolas Courtois, Sylvain Chevallier, Gael |
| contents | This article outlines the development of a Project-Based Learning (PBL) course for first-year students at SUPMECA, a French engineering school. In the French Grande Ecole system, engineering students are recruited after a two-year preparation, which is equivalent to the first two years of a degree course. The objective of this form of pedagogy is to engage the students throughout the module and to illustrate the theoretical contributions by solving a technological problem. The course covers mechanical dimensioning methods. The course includes a part of teacher-practical demonstration which decreases as the course goes by. This pedagogical scenario is based on the cognitive load theory and Bruner's constructivist theory. It has been developed by relying on the six points of the encouragement process defined by Bruner, with a concrete objective, to allow the students to go beyond the basic skills of dimensioning and to allow them to acquire the more global skills of engineering. The implementation of project-based teaching combined with teacher-led instruction makes it possible to compensate for the lack of experience and autonomy of freshmen, while at the same time engaging them within the first few minutes of the module. Since this approach was adopted, an acceleration in the mastery of basic skills has been noticed and a longer period of time is dedicated to the acquisition of engineering skills, namely the convergence of each dimensioning in order to obtain a validated mechanism. |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14656573 |
| institution | Zenodo |
| language | eng |
| publishDate | 2019 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Combined project-based learning and teacher-practical demonstrations to help acquire global engineering skills Peyret, Nicolas Courtois, Sylvain Chevallier, Gael mechanisms dimensioning pedagogy by example problem based learning This article outlines the development of a Project-Based Learning (PBL) course for first-year students at SUPMECA, a French engineering school. In the French Grande Ecole system, engineering students are recruited after a two-year preparation, which is equivalent to the first two years of a degree course. The objective of this form of pedagogy is to engage the students throughout the module and to illustrate the theoretical contributions by solving a technological problem. The course covers mechanical dimensioning methods. The course includes a part of teacher-practical demonstration which decreases as the course goes by. This pedagogical scenario is based on the cognitive load theory and Bruner's constructivist theory. It has been developed by relying on the six points of the encouragement process defined by Bruner, with a concrete objective, to allow the students to go beyond the basic skills of dimensioning and to allow them to acquire the more global skills of engineering. The implementation of project-based teaching combined with teacher-led instruction makes it possible to compensate for the lack of experience and autonomy of freshmen, while at the same time engaging them within the first few minutes of the module. Since this approach was adopted, an acceleration in the mastery of basic skills has been noticed and a longer period of time is dedicated to the acquisition of engineering skills, namely the convergence of each dimensioning in order to obtain a validated mechanism. |
| title | Combined project-based learning and teacher-practical demonstrations to help acquire global engineering skills |
| topic | mechanisms dimensioning pedagogy by example problem based learning |
| url | https://doi.org/10.5281/zenodo.14656573 |