The importance of Static projects in Civil Engineering training
DOI:
https://doi.org/10.31637/epsir-2024-1038Keywords:
static, civil engineering, students, project-based learning, PBL, academic performance, group work, student satisfactionAbstract
Introduction: University students in the early stages of their studies face difficulties in practically applying content, especially in subjects like Statics. In Statics, students become familiar with vector analysis of forces to study isostatic structures and determine internal forces that occur in structural elements. Methodology: The project-based learning methodology was applied. Students were organized into groups of five members. In the second week of class, they chose topics and objectives. In the following weeks, they presented progress in their group work. Finally, in the eighth week, they showcased their projects. Result: The students were able to apply theoretical knowledge in practice, understand the concepts, and develop skills to solve problems in the field of civil engineering. Teamwork was encouraged, and creativity was fostered, while the teacher provided guidance and feedback on learning. Discussion: Similar to other research that applied Project-Based Learning (PBL), timely teacher support motivated students to present orderly progress, and students demonstrated commitment to their learning and satisfaction with the development. Conclusions: The application of the project-based learning methodology in the Statics subject proved to be an effective pedagogical strategy, motivating newly enrolled students and promoting organized group work.
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