A ‘study and research path’ enriching the learning of mechanical engineering

ABSTRACT

Study and research path (SRP) is an inquiry-based teaching format grounded in the Anthropological Theory of the Didactic. One of the specific characteristics of SRP is its task-design basis, which includes explicitly questioning the knowledge at stake in study processes. In this work, we propose general guidelines for the design of SRPs for Engineering courses. We have explored the validity of the SRP methodology for learning Strength of Materials, a key subject in Mechanical Engineering. The use of question–answer maps and the media–milieu dialectics throughout the development of the SRP are discussed, together with the student’s perceptions on the new learning process.

KEYWORDS:

• Anthropological theory of the didactic
• inquiry-based learning
• strength of materials
• engineering education
• study and research paths

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr Elena Bartolomé has an MSc in Physics from University of Zaragoza (1998) and a PhD in Applied Physics from University of Twente, The Netherlands (2002). She worked from 2002–2006 at the Institute of Material Sciences of Barcelona. Since 2006 she is professor at the Department of Mechanical Engineering at the Salesian Engineering University of Barcelona (EUSS), and researches in collaboration with the Spanish Institutes of Material Sciences of Barcelona (ICMAB) and Aragón (ICMA) on magnetic properties of Materials. Her research interests in the field of Engineering education focus on project, inquiry-based methodologies.

Ignasi Florensa graduated as MSc in Civil Engineering at UPC, Barcelona (2007) and has a Master in Industry Environmental Engineering from IQS School of Engineering (2011). He worked in the private sector as field Civil Engineer and Project Engineer (2006-2011). In 2011 he joined the Salesian Engineering University of Barcelona (EUSS), where he is currently Head of the Department of Mechanical Engineering. He is performing a Thesis on Epistemology and Anthropological Theory of the Didactic focused on Engineering education. He belongs to the international research groups on Analytics, Simulations and Inquiry in STEM and Business Education (ASISTEMBE) and ATD group (www.atd-tad.org).

Dr Marianna Bosch has a PhD in Mathematics from UAB, Barcelona (1995). She is professor at the IQS School of Management, where she works since 2001, teaching Econometrics, Quantitative methods and forecasts, Research Qualitative Methods and Introduction to University Teaching. She also coordinates the PhD programme at IQS. Her research interests include University level learning and Didactics of Mathematics within the framework of the Anthropological Theory of the Didactic (ATD). She belongs to the international research groups on Analytics, Simulations and Inquiry in STEM and Business Education (ASISTEMBE) and ATD group (www.atd-tad.org).

Dr Josep Gascón has a PhD in Didactics of Mathematics from UAB, Barcelona (1989). He is professor at the Department of Mathematics at the UAB. His research domain is the Didactics of Mathematics within the frame of the Anthropological Theory of the Didactics (ATD). He teaches Mathematics to engineers, computer scientists, etc and also works in secondary school teacher education. He belongs to the international research groups on Analytics, Simulations and Inquiry in STEM and Business Education (ASISTEMBE) and ATD group (www.atd-tad.org).

Additional information

Funding

This work was founded by Ministerio de Economía y Competitividad, MINECO/FEDER, EDU2015-69865-C3-1-R.