Vanessa F. M. de Queiroz, Celson P. Lima & Ricardo Kratz
ABSTRACT
This paper presents a case study of a Problem Based Learning (PBL) application in the freshman year of the Mechanical Engineering program from SENAI College, in the southern city of Blumenau, Brazil. Students were challenged to solve accessibility-related problems in public playgrounds designing recreational devices that could be used by all children, irrespectively of their physical limitations. The challenge was carried out during a full academic year, and it was divided into two stages: 1) problem analysis and project proposal; and 2) construction of the prototype. The aim was to integrate knowledge coming from various disciplines (e.g.
Mechanical Engineering Introduction; Calculus; Technical Drawing; Algebra; Physics; Programming) in order to help the students to develop their (real world) engineering skills as part of their education. Four prototypes were designed and built, namely a Double Swing for Wheelchair People, an Inclusive Skateboard, a Zip Lining for Children with Reduced Mobility, and a Mechanized Swing.
KEYWORDS: Active methodologies, PBL, Social Inclusion, PWSN, Mechanical Engineering TYPE OF CONTRIBUTION: Practice-based abstract
PRESENTATION FORMAT: Roundtable discussion INTRODUCTION
The adoption of active methodologies in engineering has been object of study of different authors (Ulseth &
Kolmos, 2017; Dahms, 2014; Teixeira & Souza, 2018; Ferreira, Silva, Borges & Luz, 2019; Guerra,) reflecting the transformations that have been occurred in the last decades impacting directly the engineering education.
Problem based learning (PBL) “is an educational approach whereby the problem is the starting point of the learning process” (Graaff & Kolmos, 2003). In this way, the undergraduates are challenged to understand and solve a problem of real life integrating the subjects learned in the classroom, which allows them to have an active role in their education.
This paper presents the application of a PBL case in the freshman year of the Mechanical Engineering program from SENAI College, in the southern city of Blumenau, Brazil. It is worth recalling that newcomers have a
PBL APPLIED IN THE FRESHMAN YEAR OF A MECHANICAL ENGINEERING PROGRAM IN SOUTHERN BRAZIL
Vanessa F. M. de Queiroz, Celson P. Lima & Ricardo Kratz
ABSTRACT
This paper presents a case study of a Problem Based Learning (PBL) application in the freshman year of the Mechanical Engineering program from SENAI College, in the southern city of Blumenau, Brazil. Students were challenged to solve accessibility-related problems in public playgrounds designing recreational devices that could be used by all children, irrespectively of their physical limitations. The challenge was carried out during a full academic year, and it was divided into two stages: 1) problem analysis and project proposal; and 2) construction of the prototype. The aim was to integrate knowledge coming from various disciplines (e.g.
Mechanical Engineering Introduction; Calculus; Technical Drawing; Algebra; Physics; Programming) in order to help the students to develop their (real world) engineering skills as part of their education. Four prototypes were designed and built, namely a Double Swing for Wheelchair People, an Inclusive Skateboard, a Zip Lining for Children with Reduced Mobility, and a Mechanized Swing.
KEYWORDS: Active methodologies, PBL, Social Inclusion, PWSN, Mechanical Engineering TYPE OF CONTRIBUTION: Practice-based abstract
PRESENTATION FORMAT: Roundtable discussion INTRODUCTION
The adoption of active methodologies in engineering has been object of study of different authors (Ulseth &
Kolmos, 2017; Dahms, 2014; Teixeira & Souza, 2018; Ferreira, Silva, Borges & Luz, 2019; Guerra,) reflecting the transformations that have been occurred in the last decades impacting directly the engineering education.
Problem based learning (PBL) “is an educational approach whereby the problem is the starting point of the learning process” (Graaff & Kolmos, 2003). In this way, the undergraduates are challenged to understand and solve a problem of real life integrating the subjects learned in the classroom, which allows them to have an active role in their education.
This paper presents the application of a PBL case in the freshman year of the Mechanical Engineering program from SENAI College, in the southern city of Blumenau, Brazil. It is worth recalling that newcomers have a
whole world of expectations combined with some lack of experience related with the professional domain they have chosen.
According to Guimarães (2003 APUD Berbel, 2011), individuals are naturally willing to perform a task based on their own free will, meaning that they want to do it, and not because they are forced by external demands.
Therefore, PBL methodology is applied in order to make them autonomous and confident when solving a relevant societal problem, thus transforming this expectation into self-realization, and allowing them to develop fundamental skills for their future careers: leadership, team spirit, planning, and the ability to sell projects and ideas.
The challenge was to stimulate the students to exchange of engineering knowledge and techniques aiming at creating a playground equipment that would promote the inclusion of children with physical and/or mental disabilities.
METHODS
When the semester started the newcomers were introduced to the curriculum and the structure of the Mechanical Engineering program. At this moment, the learning approach adopted in the program was presented, which is essentially rooted in the development of an Integrated Project (each semester, starting from the very fist one). Such a project is proposed to the students who are guided by a group of professors.
Essentially, we try to integrate subjects of several disciplines in order to solve engineering-related problems that are relevant to the society. The subjects covered in the periods of this case study and the weight of each one in the final grade of Integrated Project are shown in Table 1.
Table 1: Subjects index in the Integrator Project.
Period Subject Weight
Introduction to the Mechanical
Engineering 30%
First (2019/1) Calculus I 10%
Technical Drawing I 20%
Science, Technology and Society 20%
Algebra I 10%
Physics I 20%
Calculus II 10%
Second (2019/2) Programming I 30%
Research Methods and Techniques 10%
Algebra II 10%
As already mentioned, the challenge initially presented to the students was to develop a device using a CAD software that could be used in public playgrounds, whose primary function is social inclusion.
The project was split into two phases, namely problem analysis and design of a solution, and construction of the prototype. The students were grouped into five teams of four students to develop the projects.
First Phase
The first phase, focused in the problem analysis and design of a solution, was carried out based on the activities related to each discipline as presented in Table 2.
Table 2: Activities executed per discipline in the first phase.
Subject Activities
Mechanical Engineering Introduction - Previous research about solutions already created for the problem.
Calculus I - Modeling of the device parts using
functions.
Technical Drawing I - Sketch development.
- Project analysis.
- Technical feasibility analysis. - Purchase list for the
prototype construction.
- Process analysis for industrial scale manufacturing.
- Mechanical Project. Science, Technology and Society - Social discussion.
- Reporting techniques.
Algebra I - Definition of the movement performed
algebraically by the equipment and standard
displacement matrix to describe it.
To close this phase, each group delivered a technical report, a pitch, and an oral presentation. Figure 1 presents the devices designed by the students.
Figure 1: Devices designed. A) Double Swing for Wheelchair People, B) Inclusive Skateboard, C) Zip Lining for Children with Reduced Mobility, and D) Mechanized Swing.
whole world of expectations combined with some lack of experience related with the professional domain they have chosen.
According to Guimarães (2003 APUD Berbel, 2011), individuals are naturally willing to perform a task based on their own free will, meaning that they want to do it, and not because they are forced by external demands.
Therefore, PBL methodology is applied in order to make them autonomous and confident when solving a relevant societal problem, thus transforming this expectation into self-realization, and allowing them to develop fundamental skills for their future careers: leadership, team spirit, planning, and the ability to sell projects and ideas.
The challenge was to stimulate the students to exchange of engineering knowledge and techniques aiming at creating a playground equipment that would promote the inclusion of children with physical and/or mental disabilities.
METHODS
When the semester started the newcomers were introduced to the curriculum and the structure of the Mechanical Engineering program. At this moment, the learning approach adopted in the program was presented, which is essentially rooted in the development of an Integrated Project (each semester, starting from the very fist one). Such a project is proposed to the students who are guided by a group of professors.
Essentially, we try to integrate subjects of several disciplines in order to solve engineering-related problems that are relevant to the society. The subjects covered in the periods of this case study and the weight of each one in the final grade of Integrated Project are shown in Table 1.
Table 1: Subjects index in the Integrator Project.
Period Subject Weight
Introduction to the Mechanical
Engineering 30%
First (2019/1) Calculus I 10%
Technical Drawing I 20%
Science, Technology and Society 20%
Algebra I 10%
Physics I 20%
Calculus II 10%
Second (2019/2) Programming I 30%
Research Methods and Techniques 10%
Algebra II 10%
As already mentioned, the challenge initially presented to the students was to develop a device using a CAD software that could be used in public playgrounds, whose primary function is social inclusion.
The project was split into two phases, namely problem analysis and design of a solution, and construction of the prototype. The students were grouped into five teams of four students to develop the projects.
First Phase
The first phase, focused in the problem analysis and design of a solution, was carried out based on the activities related to each discipline as presented in Table 2.
Table 2: Activities executed per discipline in the first phase.
Subject Activities
Mechanical Engineering Introduction - Previous research about solutions already created for the problem.
Calculus I - Modeling of the device parts using
functions.
Technical Drawing I - Sketch development.
- Project analysis.
- Technical feasibility analysis.
- Purchase list for the prototype construction.
- Process analysis for industrial scale manufacturing.
- Mechanical Project.
Science, Technology and Society - Social discussion.
- Reporting techniques.
Algebra I - Definition of the movement performed
algebraically by the equipment and standard
displacement matrix to describe it.
To close this phase, each group delivered a technical report, a pitch, and an oral presentation. Figure 1 presents the devices designed by the students.
Figure 1: Devices designed. A) Double Swing for Wheelchair People, B) Inclusive Skateboard, C) Zip Lining for Children with Reduced Mobility, and D) Mechanized Swing.
Second Phase
The second phase, focused in the construction of the prototype, was carried out based on the activities related to each discipline as presented in Table 3.
Table 3: Activities executed per discipline in the second phase.
Subject Activities
Physics I - Analysis of prototype movement based on
kinematic knowledge identifying the equations that describe it.
Calculus II and Algebra II - Resolution of equations for estimation of B
physical parameters: speed, friction, relative forces, cable stresses, etc.
Programming I - Modeling of equations developed in the subject of calculus.
Research Methods and Techniques - Bibliographic research
- Writing an academic paper
To close this phase, each group produced an academic paper and made oral presentation. Figure 2 presents the real prototypes of all devices constructed by the students.
Figure 2: Prototypes. A) Double Swing for Wheelchair People, B) Inclusive Skateboard, C) Zip Lining for Children with Reduced Mobility and D) Mechanized Swing.
A B
Second Phase
The second phase, focused in the construction of the prototype, was carried out based on the activities related to each discipline as presented in Table 3.
Table 3: Activities executed per discipline in the second phase.
Subject Activities
Physics I - Analysis of prototype movement based on
kinematic knowledge identifying the equations that describe it.
Calculus II and Algebra II - Resolution of equations for estimation of B
physical parameters: speed, friction, relative forces, cable stresses, etc.
Programming I - Modeling of equations developed in the subject of calculus.
Research Methods and Techniques - Bibliographic research
- Writing an academic paper
To close this phase, each group produced an academic paper and made oral presentation. Figure 2 presents the real prototypes of all devices constructed by the students.
Figure 2: Prototypes. A) Double Swing for Wheelchair People, B) Inclusive Skateboard, C) Zip Lining for Children with Reduced Mobility and D) Mechanized Swing.
A B
CONCLUSIONS
The evolution of the students regarding their commitment and engagement to the project was evident, as they were able to get involved through previous research and understanding of the end user's needs. A meeting was held with a disabled person who is active in the local community, which allowed the students to have a better perception of the context in which their devices would be inserted and the development of empathy for the client they should answer.
The feeling of effectively contributing to society even with a small project, triggered in the students a sense of responsibility and contributed to make them feel actors of change as future engineers. The power of change rely on their hands and heads.
Final conclusion is that the use of PBL proved to be a solid and well-suited approach to promote hands on knowledge creation. The challenge was overcome amazingly well in termos of the activities proposed in each discipline and the development of the maturity level of the students, preparing them for the next academic challenges.
REFERERENCES
Stefani Teixeira, C., Vieira de Souza, M. (2018). Educação fora da caixa: tendências internacionais e perspectivas sobre a inovação na educação. (Vol. 4). São Paulo: Blucher.
Gomes Pinto Ferreira, M., Souza da Silca, W. Albuquerque Benevente Borges, C.,Silveira Luz, R. (2018).
Metodologias ativas de aprendizagem aplicadas no ensino da engenharia. CIET:EnPED, [S.l.]. São Carlos, SP.
ISSN 2316-8722. Disponível em: http://cietenped.ufscar.br/submissao/index.php/2018/article/view/877.
Acesso em: 07 ago. 2019.
Guerra, A., Ulsth, R., Kolmos, A. (2017). PBL in Engineering Education. Netherlands: Sense Publishers.
Lisa Dahms, M. (2014). Problem Based Learning in Engineering Education. Aalborg, Denmark.
De Graaff, E., Kolmos, A. (2003). Characteristics of Problem-Based Learning. International Journal of Engineering Science. (Vol. 19, n° 5, pp. 657-662).
Aparecida Navas Berbel, N. (2011). N. As metodologias ativas e a promoção da autonomia de estudantes.
Semina: Ciências Sociais e Humanas. (Vol. 32, n° 1, pp. 25-40).
AUTHOR INFORMATION
Vanessa F. M. de Queiroz, felicianovanessa@gmail.com, Brazil, Faculdade de Tecnologia SENAI (corresponding author)
Celson P. Lima, celson.pantoja@sc.senai.br, Brazil, Faculdade de Tecnologia SENAI Ricardo Kratz, ricardok@edu.sc.senai.br, Brazil, Faculdade de Tecnologia SENAI
CONCLUSIONS
The evolution of the students regarding their commitment and engagement to the project was evident, as they were able to get involved through previous research and understanding of the end user's needs. A meeting was held with a disabled person who is active in the local community, which allowed the students to have a better perception of the context in which their devices would be inserted and the development of empathy for the client they should answer.
The feeling of effectively contributing to society even with a small project, triggered in the students a sense of responsibility and contributed to make them feel actors of change as future engineers. The power of change rely on their hands and heads.
Final conclusion is that the use of PBL proved to be a solid and well-suited approach to promote hands on knowledge creation. The challenge was overcome amazingly well in termos of the activities proposed in each discipline and the development of the maturity level of the students, preparing them for the next academic challenges.
REFERERENCES
Stefani Teixeira, C., Vieira de Souza, M. (2018). Educação fora da caixa: tendências internacionais e perspectivas sobre a inovação na educação. (Vol. 4). São Paulo: Blucher.
Gomes Pinto Ferreira, M., Souza da Silca, W. Albuquerque Benevente Borges, C.,Silveira Luz, R. (2018).
Metodologias ativas de aprendizagem aplicadas no ensino da engenharia. CIET:EnPED, [S.l.]. São Carlos, SP.
ISSN 2316-8722. Disponível em: http://cietenped.ufscar.br/submissao/index.php/2018/article/view/877.
Acesso em: 07 ago. 2019.
Guerra, A., Ulsth, R., Kolmos, A. (2017). PBL in Engineering Education. Netherlands: Sense Publishers.
Lisa Dahms, M. (2014). Problem Based Learning in Engineering Education. Aalborg, Denmark.
De Graaff, E., Kolmos, A. (2003). Characteristics of Problem-Based Learning. International Journal of Engineering Science. (Vol. 19, n° 5, pp. 657-662).
Aparecida Navas Berbel, N. (2011). N. As metodologias ativas e a promoção da autonomia de estudantes.
Semina: Ciências Sociais e Humanas. (Vol. 32, n° 1, pp. 25-40).
AUTHOR INFORMATION
Vanessa F. M. de Queiroz, felicianovanessa@gmail.com, Brazil, Faculdade de Tecnologia SENAI (corresponding author)
Celson P. Lima, celson.pantoja@sc.senai.br, Brazil, Faculdade de Tecnologia SENAI Ricardo Kratz, ricardok@edu.sc.senai.br, Brazil, Faculdade de Tecnologia SENAI