Interpreting students’ perceptions in fluid mechanics learning outcomes
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Data de Publicação: | 2015 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/11389 |
Resumo: | The objective of this study is to analyse the impact of introducing a practical work in the learning process of the Fluid Transport Systems course in Chemical Engineering degree. The students, in groups of two or three elements, were free to choose the application case in order to develop the practical work proposed by the responsible teachers. The students selected a centrifugal pump to supply water to houses or buildings and designed the piping system. The practical work was evaluated through the written report. The students’ perceptions were analysed through a questionnaire. The learning outcomes were also considered in order to understand how the fluid mechanics concepts were acquired. In the teachers’ point of view the teamwork should enable the development of students’ soft skills and competencies, promoting the ability to integrate and work in teams. The students changed their learning processing and perception becoming more reflective and less accommodative, forcing them to think critically and share opinions. Regarding the Fluid Mechanics assessment, the practical work increased, in average, the final grade at least one value. |
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Interpreting students’ perceptions in fluid mechanics learning outcomesInterpretando las percepciones de los estudiantes en los resultados de aprendizaje de mecánica de fluidosFluid mechanicsLearning stylesStudents perceptionsEngineering educationMecánica de fluidosEstilos de aprendizajePercepción estudiantilEducación en ingenieríaThe objective of this study is to analyse the impact of introducing a practical work in the learning process of the Fluid Transport Systems course in Chemical Engineering degree. The students, in groups of two or three elements, were free to choose the application case in order to develop the practical work proposed by the responsible teachers. The students selected a centrifugal pump to supply water to houses or buildings and designed the piping system. The practical work was evaluated through the written report. The students’ perceptions were analysed through a questionnaire. The learning outcomes were also considered in order to understand how the fluid mechanics concepts were acquired. In the teachers’ point of view the teamwork should enable the development of students’ soft skills and competencies, promoting the ability to integrate and work in teams. The students changed their learning processing and perception becoming more reflective and less accommodative, forcing them to think critically and share opinions. Regarding the Fluid Mechanics assessment, the practical work increased, in average, the final grade at least one value.El objetivo de este estudio es analizar el impacto de introducir un trabajo práctico en el proceso de aprendizaje del curso Sistemas de Transporte de Fluidos en la carrera de Ingeniería Química. Los estudiantes, en grupos de dos o tres individuos, fueron libres de escoger el tema a desarrollar para llevar a cabo el trabajo práctico propuesto por los profesores responsables. Los estudiantes seleccionaron una bomba centrífuga para surtir agua a las casas o edificios y diseñar el sistema de tuberías. El trabajo práctico fue evaluado a través del informe escrito. Las percepciones de los estudiantes fueron evaluadas a través de cuestionarios. Los resultados del aprendizaje también fueron considerados para entender cómo los conceptos de mecánica de fluidos fueron adquiridos. Desde el punto de vista de los profesores, el equipo de trabajo debe desarrollar las competencias transversales, promocionando las habilidades para integrarse y trabajar en equipo. Los estudiantes cambiaron sus procesos de aprendizaje y percepción, volviéndose más reflexivos y más proactivos, forzándolos a pensar de forma crítica y a compartir sus opiniones. Con respecto a la evaluación de la Mecánica de Fluidos, el trabajo práctico incrementó la nota final, de media, al menos un punto.Ediciones Universidad de SalamancaRepositório Científico do Instituto Politécnico do PortoSoares, Filomena BaptistaLeão, Celina P.Guedes, AnabelaPereira, Isabel M. BrásMorais, CristinaEsteves, M. Teresa Sena2018-04-18T11:08:09Z20152015-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/11389eng10.14201/eks20151637390info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T12:51:42ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Interpreting students’ perceptions in fluid mechanics learning outcomes Interpretando las percepciones de los estudiantes en los resultados de aprendizaje de mecánica de fluidos |
title |
Interpreting students’ perceptions in fluid mechanics learning outcomes |
spellingShingle |
Interpreting students’ perceptions in fluid mechanics learning outcomes Soares, Filomena Baptista Fluid mechanics Learning styles Students perceptions Engineering education Mecánica de fluidos Estilos de aprendizaje Percepción estudiantil Educación en ingeniería |
title_short |
Interpreting students’ perceptions in fluid mechanics learning outcomes |
title_full |
Interpreting students’ perceptions in fluid mechanics learning outcomes |
title_fullStr |
Interpreting students’ perceptions in fluid mechanics learning outcomes |
title_full_unstemmed |
Interpreting students’ perceptions in fluid mechanics learning outcomes |
title_sort |
Interpreting students’ perceptions in fluid mechanics learning outcomes |
author |
Soares, Filomena Baptista |
author_facet |
Soares, Filomena Baptista Leão, Celina P. Guedes, Anabela Pereira, Isabel M. Brás Morais, Cristina Esteves, M. Teresa Sena |
author_role |
author |
author2 |
Leão, Celina P. Guedes, Anabela Pereira, Isabel M. Brás Morais, Cristina Esteves, M. Teresa Sena |
author2_role |
author author author author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Soares, Filomena Baptista Leão, Celina P. Guedes, Anabela Pereira, Isabel M. Brás Morais, Cristina Esteves, M. Teresa Sena |
dc.subject.por.fl_str_mv |
Fluid mechanics Learning styles Students perceptions Engineering education Mecánica de fluidos Estilos de aprendizaje Percepción estudiantil Educación en ingeniería |
topic |
Fluid mechanics Learning styles Students perceptions Engineering education Mecánica de fluidos Estilos de aprendizaje Percepción estudiantil Educación en ingeniería |
description |
The objective of this study is to analyse the impact of introducing a practical work in the learning process of the Fluid Transport Systems course in Chemical Engineering degree. The students, in groups of two or three elements, were free to choose the application case in order to develop the practical work proposed by the responsible teachers. The students selected a centrifugal pump to supply water to houses or buildings and designed the piping system. The practical work was evaluated through the written report. The students’ perceptions were analysed through a questionnaire. The learning outcomes were also considered in order to understand how the fluid mechanics concepts were acquired. In the teachers’ point of view the teamwork should enable the development of students’ soft skills and competencies, promoting the ability to integrate and work in teams. The students changed their learning processing and perception becoming more reflective and less accommodative, forcing them to think critically and share opinions. Regarding the Fluid Mechanics assessment, the practical work increased, in average, the final grade at least one value. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015 2015-01-01T00:00:00Z 2018-04-18T11:08:09Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/11389 |
url |
http://hdl.handle.net/10400.22/11389 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.14201/eks20151637390 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Ediciones Universidad de Salamanca |
publisher.none.fl_str_mv |
Ediciones Universidad de Salamanca |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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1777302322985041920 |