EXPLORIA, a New Way to Teach Maths at University Level as Part of Everything

Abstract

The main objective of this article has been to evaluate the effect that the implementation of the EXPLORIA project has had on the Engineering Degree in Industrial Design and Product Development. The EXPLORIA project aims to develop an integrated competence map of the learning process, where the subjects are no longer considered as isolated contents, by elaborating an integrated learning process where the competences and learning outcomes of the subjects are considered as a whole, global and comprehensive learning. The EXPLORIA project connects the competencies of the different STEAM subjects that make up the degree, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the foundations of design are based—shape, volume, colour, space and structure—the competencies of the different subjects are defined in incremental learning levels: understanding, applying, experimenting and developing, all taken from Bloom’s taxonomy. Mathematics is linked to the rest of learning through active learning methodologies that make learning useful. This new methodology changes the student’s affective domain towards mathematics in which positive emotions are transformed into positive attitudes that will improve the learning result and therefore, the students’ academic results. To validate it, at the end of the paper, the academic results compared with previous years are shown, as well as an ad hoc survey of the students’ assessment of the new teaching methodology.

The Equilibrium Challenge, a New Way to Teach Engineering Mechanics in Architecture Degrees

“…In our previous works you can see the results obtained by using this methodology [28,29]. In [28], the effectiveness of integrating various subjects into STEAM learning was demonstrated.…”

“…In our previous works you can see the results obtained by using this methodology [28,29]. In [28], the effectiveness of integrating various subjects into STEAM learning was demonstrated. This approach led to an improvement in students' interest in mathematics and their understanding of its relevance.…”

“…After the results obtained in the implementation of the new teaching system [28,29], the objective of this article is to demonstrate how, within the framework of the Exploria project in Architecture studies, the content learned in propaedeutic subjects, such as mathematics or physics in degrees that combine the need for technical knowledge with creative skills, can even trigger creative processes and therefore become factors of inspiration and idealization of an architectural project. To do this, the concept of equilibrium challenge proposed in [30] was developed, by adapting it to the subject of physics and to interactions with other subjects.…”

“…The main structure of the Exploria project has been based on the experience carried out in the Degree of Engineering in Industrial Design and Product Development, given the good results obtained, see [28,29], adapting it to the conditions and singularities of the architectural studies. As in the previous project, the design of the structure has been carried out in a collaborative manner between the teachers involved in the first-year subjects and the University management, under a multidisciplinary framework composed not only mainly of architects, but also engineers, mathematicians, physicists and art specialists.…”

Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19

“…The concept of active learning refers to activities that induce students in a thinking process about the new information and connect it with experience or knowledge [42,44]. There is a great variety of activities that can be considered as active learning, such as discussion in small groups, peer activities, individual activities that required a mental effort, interactions, study cases, problem resolution, laboratories, quizzes, and games, all of them have to guarantee that students think effectively [42][43][44][45][46]. The advantages include that students feel more secure sharing their ideas in small groups, developing critical thinking, retaining new knowledge, developing communication and leadership skills, and feeling more motivated and interested [42,[44][45][46][47].…”