| Autor: |
REZOLA, AINHOA, BERIAIN, ANDONI, SOLAR, HĖCTOR, PEREZ, NOEMİ |
| Předmět: |
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| Zdroj: |
International Journal of Engineering Education; 2024, Vol. 40 Issue 1, p43-53, 11p |
| Abstrakt: |
Basic energy and electricity concepts are often misunderstood by first-year engineering students. One of the main reasons for this is that these concepts are perceived as abstract, making it challenging for students to relate them to real-life situations. Experimental laboratories are designed to help students delve deeper into these concepts. However, the demand for more visual aids by students, coupled with their limited ability to grasp complex ideas, often leads to the perception that some labs are outdated and reinforces misconceptions. To address this issue, this article introduces a novel laboratory workbench and methodology aimed at enhancing basic electrical energy and instrumentation laboratory sessions. The approach utilizes a more visual and interactive platform that enables students to connect electrical concepts with real-life elements. Prior to attending the class, students watch instructional videos that demonstrate the practical procedures, following the Flipped Learning strategy. The results of this study reveal that students felt more confident during the laboratory sessions and exhibited a more active attitude, actively asking questions and defending their viewpoints. Professors also observed that time was utilized more effectively, allowing for a better understanding of topics and clarification of confusing content. Overall, the proposed lab sessions significantly improve the learning experience of first-year Physics students and foster their autonomy in learning. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
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