RESULTS OF INCORPORATION OF PROJECT-BASED LEARNING AND COOPERATIVE LEARNING INTO LABORATORY PRACTICES

L. Quiles-Carrillo¹, N. Montanes²*, L. Sanchez-Nacher³, R. Balart⁴, T. Boronat^5
1Prof. Mr. Grupo de Innovación de Prácticas Académicas (GIPA), Universitat Politècnica de València (UPV), SPAIN, luiquic1@epsa.upv.es
²Prof. Dr. Grupo de Innovación de Prácticas Académicas (GIPA), Universitat Politècnica de València (UPV), SPAIN, nesmonmu@upvnet.upv.es
³Prof. Dr. Grupo de Innovación de Prácticas Académicas (GIPA), Universitat Politècnica de València (UPV), SPAIN, lsanchez@mcm.upv.es
⁴Prof. Dr. Grupo de Innovación de Prácticas Académicas (GIPA), Universitat Politècnica de València (UPV), SPAIN, rbalart@mcm.upv.es
⁵Prof. Dr. Grupo de Innovación de Prácticas Académicas (GIPA), Universitat Politècnica de València (UPV), SPAIN, tboronat@dimm.upv.es
*Corresponding author

Abstract

Classical laboratory practices in the mechanical engineering degree have been modified in order to be adapted to new emerging trends in education. This experience is based on the implementation of project-based learning and the combination of these with cooperative learning. The inclusion of these methodologies in laboratory practices has been progressively developed with the aim of analyzing behavior and opinion, as well as the results obtained by the students. Thanks to the results obtained, it has been possible to analyze in depth the suitability and incorporation in the classrooms of a greater number of transversal competences, directly improving the quality of learning in the classrooms and, consequently, training better professionals.

During the educational process, students obtain different roles and responsibilities, generating direct feedback between them with the course of each practice and generating a positive work environment where each one of them is a fundamental part of the final objective. Initially, the students have their usual role, but as the practices progress, they acquire more knowledge and responsibility, developing work-groups among them and giving feedback to the projects of each block. With this method, all together generate a positive push in the career of their learning always supported by the lecturer as the main guide.

Project-based learning allows students to consider which are the main problems that could be taken into account during the different processes involving practices. This system enable them to participate very directly in a learning process, generating much greater feedback between their peers and the teacher and moving them away from their role as listeners. This experience provides information applicable to the teaching and learning processes developed in any university degree.

Student satisfaction and results have been evaluated in relation to the new method, obtaining good results and an improvement in academic performance and student motivation.

Keywords: project-based learning, student motivation, laboratory practices.