Learning with Active Methodologies in the Hydraulic Engineering Area
DOI:
https://doi.org/10.31637/epsir-2024-1096Keywords:
learning, active methodologies, flipped classroom, problem based learning, gamification, hydraulic engineering, irrigation, hydraulic machinesAbstract
Introduction: This work aims to demonstrate the learning outcomes using active methodologies in two different subjects: Irrigation and Hydraulic Machines. Methodology: Active methodologies involve an effective correlation between active student participation, improved learning, cooperative work, and the resolution of real problems. To this end, active methodologies were implemented in two different subjects related to Hydraulic Engineering. In both cases, the Flipped Classroom methodology was used. In the Irrigation subject, it was combined with Problem-Based Learning for the hydraulic design of a pressurized irrigation system. In the Hydraulic Machines subject, the methodology was used to obtain the characteristic curves of pumps in the laboratory. Results: The results show that in both cases the perception by the students has been clearly positive. However, the analysis of the grades hardly allows any conclusions to be drawn. Discussion: The level of acceptance by students allows progress in these methodologies, but their implementation will need to be reviewed so that the impact on grades improves. Conclusions: This research shows the positive effect of implementing active teaching-learning methodologies centered on the student.
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