Engineering Students' Learning Styles in Fluid Mechanics

Engineering Students’ Learning Styles in Engineering Students’ Learning Styles in Fluid MechanicsFluid Mechanics

Engineering Students’ Learning Styles in Engineering Students’ Learning Styles in

Fluid MechanicsFluid Mechanics

Celina P. Leão1, Filomena Soares1

Anabela Guedes2, Isabel M. Brás Pereira2, Cristina Morais2, M. Teresa Sena Esteves2

Salamanca, 1-3 October 2014

1Centro ALGORITMI, Escola de Engenharia da Universidade do Minho, Guimarães, Portugal2CIETI-Centro de Inovação em Engenharia e Tecnologia Industrial, ISEP-Instituto Superior

de Engenharia do Porto, Porto, Portugal


• Introduction• Objective• Characterization of the Course • Case Study• Students Perceptions• Learning Process Outcomes• Final Remarks

Overview


Introduction

• Bolonha Declaration changed the process teaching/learning Reduction of the contact hours; Student is the centre of the process teaching/learning: active

participation; Reformulation of teaching methodologies.

•Teaching in Engineering “Learning by Doing” is particularly important for engineering

students; Introduction of Practical Works about real world cases; And others practice that promote motivation and performance. In

their the learning process


Analyse the impact of the introduction of a Practical Work (PW) on learning the syllabus of the course Transport Fluid Systems, Chemical Engineering degree, Instituto Superior de Engenharia do Porto, ISEP.

The perceptions of the students were analysed through the results obtained from a questionnaire (previously validated).

Objective


• Degree in Chemical Engineering, ISEP Bachelor: 3 years (1st cycle) Masters: 2 years (2nd cycle)

• Course – Transport Fluid Systems 2nd year Bachelor (1st semester) 1h/week Lectures + 3h/week Practical Classes ~ 85 students enrolled in daytime end evening classes

Characterization of the Course


• Objectives Acquisition of knowledge in the field of Fluid Mechanics; At the end of this Course the students should be able to:

Perform mass and energy balances, in steady and unsteady state, for liquids and gases;

Design systems and select the appropriate equipment.

• Syllabus 1st Part – Fundamental principles of mass, energy and momentum

transport 2nd Part – Fluid transport systems: selection and sizing of pipes,

valves, fittings, flow meters, pumps, compressors and fans



• Assessment


2 tests (T1 and T2) + 1 practical work (PW) Final exam + 1 practical work (PW)


• Practical work Theme proposed by the teacher responsible for the course“Replacing a centrifugal pump in the water supply system of a

building/independent house”

Case Study

1

6m

1,5m2


• Practical work Theme proposed by the teacher responsible for the course“Replacing a centrifugal pump in the water supply system of a building/independent house”

freedom to choose the type of application systemstudents may choose to do the work individually or in groups of 2 or 3 elementsmandatory and developed outside class time

Case Study


• Practical work Theme proposed by the teacher responsible for the course“Replacing a centrifugal pump in the water supply system of a

building/independent house”

discussion of options with the teachers during practical classes or at other times set for the purpose

diverse bibliography of support (Moodle – site for the support of the course information)

work starts after 75% of the classes taughtwork delivered at the end of the semester as a written report

Case Study


QuestionnaireQuestionnaire

Identify and evaluate the opinion/perception of the students about the development of the PW within the course

Students’ Perceptions: Questionnaire


• 162 students

• Mean age = 22.3 years (sd = 3.52)

Students’ Perceptions : Characterization

• Gender

• Schedule


Learning Styles: Kolb Theory

Kolb, 1984Kolb, 1984

Students’ Perceptions: Results



88.2%88.2%Active Active

ExperimentationExperimentation


Learning style: usedLearning style: usedLearning style: their ownLearning style: their own



72.6%72.6%Active Active

ExperimentationExperimentation






1st c

ycle

1s

t cyc

le

2nd

cycl

e2n

d cy

cle

63%

Act

ive

63%

Act

ive

Expe

rimen

tatio

nEx

perim

enta

tion

70%

Act

ive

70%

Act

ive

Expe

rimen

tatio

nEx

perim

enta

tion

75%

Act

ive

75%

Act

ive

Expe

rimen

tatio

nEx

perim

enta

tion

83.3

% A

ctiv

e 83

.3%

Act

ive

Expe

rimen

tatio

nEx

perim

enta

tion


• TS1 - Rate the PW as an useful tool in supporting the course;

• TS2 - This PW provides a better understanding of the course contents;

• TS3 – In general, I can say that the accomplishment of the PW helped me to grasp the concepts transmitted throughout the semester;

• TS4 - In general, I can say that the accomplishment of the PW made my learning more objective.


Technical SkillsTechnical Skills

75% with 4 - "Good" and 5 - "Very Good") about the four statements. PW was a useful tool for supporting subjects taught on the scope of the

course, improving their understanding.



Technical SkillsTechnical Skills

• TS5 - The PW motivated me to learn the contents of the course?

• TS6 - I believe that the PW should be less driven by the teacher? Identify why.

94% were motivated by the PW, although mentioning that the work

should be guided by teachers (98%) .


• On average, there has been an increase, up to one value, in the final grade by considering the PW comparing to the final grade without PW (T (145) = 1.72, p > 0.05).• Very positive result showing that the use of practical works in courses with a strong theoretical component in engineering is quite positive.

Learning Process Outcomes

Grades obtained at the end of the semesterGrades obtained at the end of the semester


• Fluid Transport Systems, course with a strong theoretical component, use a PW (based on a real world case application) allowing students to relate theory to practice.

• Students’ perceptions of two different cycles of studies were analysed (n=162).

• Results show that the learning process became more reflective making it necessary to think and share opinions.

• Regarding the students assessment, the PW increased the final grade in at least one value for the majority of students.

Final Remarks


Thank you for your attention!

The authors would like to thank the students for their participation in the study. The authors also thank the Research Centre CIETI (Centro de Inovação

em Engenharia e Tecnologia Industrial) and FCT (Fundação para a Ciência e Tecnologia) in the scope of the project PEst-OE/EEI/UI0319/2014 for all the

support provided.


• The students may present 3 types of water supply systems

type 1: with reservoir and external centrifugal pump

Case Study : solutions presented

Independent houseBuilding




type 2: shaft and external centrifugal pumpIndependent house / Building

1

6m

1,5m2




tipo 3: bore/shaft and submersible centrifugal pump

Independent houseBuilding


• em termos médios, ambos os estilos aprendizagem situam-se no 2º quadrante (acomodativos): 2.2 e 4.5 próprio 2.8 e 4.1 utilizado

• com o TP os alunos passaram a ter uma atitude mais reflexiva e não tão activa em relação ao que pensam que são .


Students Perceptions: Results

Learning style: their one vs. used Learning style: their one vs. used

Engineering Students' Learning Styles in Fluid Mechanics

Education

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