Compartmental Learning versus Joint Learning in Engineering Education
Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with ma...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2021-03-01
|
| Series: | Mathematics |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7390/9/6/662 |
| _version_ | 1797540609674706944 |
|---|---|
| author | María Jesús Santos Alejandro Medina José Miguel Mateos Roco Araceli Queiruga-Dios |
| author_facet | María Jesús Santos Alejandro Medina José Miguel Mateos Roco Araceli Queiruga-Dios |
| author_sort | María Jesús Santos |
| collection | DOAJ |
| description | Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course. |
| first_indexed | 2024-03-10T13:03:37Z |
| format | Article |
| id | doaj.art-28f7a064f0e64a33b3fcd9dd57bad733 |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-10T13:03:37Z |
| publishDate | 2021-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-28f7a064f0e64a33b3fcd9dd57bad7332023-11-21T11:16:38ZengMDPI AGMathematics2227-73902021-03-019666210.3390/math9060662Compartmental Learning versus Joint Learning in Engineering EducationMaría Jesús Santos0Alejandro Medina1José Miguel Mateos Roco2Araceli Queiruga-Dios3Department of Applied Physics, Faculty of Science, University of Salamanca, 37008 Salamanca, SpainDepartment of Applied Physics, Faculty of Science, University of Salamanca, 37008 Salamanca, SpainDepartment of Applied Physics, Faculty of Science, University of Salamanca, 37008 Salamanca, SpainResearch Institute on Fundamental Physics and Mathematics, University of Salamanca, 37700 Salamanca, SpainSophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.https://www.mdpi.com/2227-7390/9/6/662competency-based learningmathematics skillscomputer-based problem solvingengineering degrees |
| spellingShingle | María Jesús Santos Alejandro Medina José Miguel Mateos Roco Araceli Queiruga-Dios Compartmental Learning versus Joint Learning in Engineering Education Mathematics competency-based learning mathematics skills computer-based problem solving engineering degrees |
| title | Compartmental Learning versus Joint Learning in Engineering Education |
| title_full | Compartmental Learning versus Joint Learning in Engineering Education |
| title_fullStr | Compartmental Learning versus Joint Learning in Engineering Education |
| title_full_unstemmed | Compartmental Learning versus Joint Learning in Engineering Education |
| title_short | Compartmental Learning versus Joint Learning in Engineering Education |
| title_sort | compartmental learning versus joint learning in engineering education |
| topic | competency-based learning mathematics skills computer-based problem solving engineering degrees |
| url | https://www.mdpi.com/2227-7390/9/6/662 |
| work_keys_str_mv | AT mariajesussantos compartmentallearningversusjointlearninginengineeringeducation AT alejandromedina compartmentallearningversusjointlearninginengineeringeducation AT josemiguelmateosroco compartmentallearningversusjointlearninginengineeringeducation AT araceliqueirugadios compartmentallearningversusjointlearninginengineeringeducation |