Hazards and Risks of Machine-Tools: An Experience in the Mechanical Technology and Vehicles Course

Barros, Paula Maria; Ribeiro, José Carlos Rabelo

doi:10.21125/iceri.2018.2474

Cited by 3 publications

(7 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The proposed work was divided into three stages: 1) data collected by the students in the laboratories; 2) risk analysis (identification of hazards and consequent risks associated with the laboratory test/machine use and applicable legislation); 3) risk assessment (application of one of the methods studied in the theoretical part) and 4) preventive measures to be implemented in the situations concerned. Based on the analysis carried out, the students performed a written assignment and made their presentation to the class [5][6][7].…”

Section: Methodsmentioning

confidence: 99%

“…This approach was followed in the classes of the Safety and Environment CU of the Chemical and Biological Analysis (CBAnalysis) and Mechanical Technology and Vehicles (MTVehicles) CTeSPs of a higher education Institution in the North of Portugal, between the academic years 2016/17 and 2020/21. Based on the experiences carried out in the mentioned CU, Silva, Barros, and Ribeiro [5][6][7][8][9] concluded that when learning with a strong connection to practice is promoted, either in a laboratory or business context, there is evidence of a positive impact on student's motivation and learning. In this way, this paper aims to explain the approach applied in different academic years, reflecting on their advantages/disadvantages and possible perspectives of adaptation to the other component of the CU (Environment) or other courses.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Learning Scenarios in Safety at Work in the Scope of Polytechnic Higher Education Courses

Ribeiro¹

2022

ICERI2022 Proceedings

View full text Add to dashboard Cite

The Higher Professional Technical Courses (CTeSPs) of the Portuguese Polytechnic Higher Institutes correspond to a cycle of higher education studies that does not confer an academic degree. They have a duration of 2 years and the successful conclusion leads to obtaining a higher professional technician diploma. Given the specificity of this type of courses, the course units of their study plan must promote, whenever possible, more student-centred learning with a greater connection to practice. This approach has been followed in the Safety and Environment course unit classes of the CTeSPs in Chemical and Biological Analysis and Mechanical Technology and Vehicles of a Higher Education Institution in the North of Portugal, between the academic years 2016/2017 and 2020/2021. In this sense, and in the Safety component, tasks were proposed that, depending on the academic year in which they were performed, involved different scenarios: (1) laboratory context and (2) business context (study visits). In both cases, it was proposed to the students to carry out a practical work in group that intended to analyse the hazards and risks associated with aspects of the context in question, applying in a specific situation the contents of the course unit. This type of work was oriented so that there was knowledge sharing (lectures and group interaction) among students attending: (i) the course unit; (ii) the course unit in another CTeSP and (iii) another course unit in degree courses. In some situations, connections were established with other course units, within the same course, or in different courses. In this paper we intend to explain the different approaches applied, reflecting on their advantages/disadvantages and possible perspectives of adaptation to the other component of the course unit (Environment) or other courses.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning Scenarios in Safety at Work in the Scope of Polytechnic Higher Education Courses

Ribeiro¹

2022

ICERI2022 Proceedings

View full text Add to dashboard Cite

show abstract

“…Collaborative work between teachers from different areas and with different backgrounds, by promoting the debate on teaching and assessment practices, can boost the implementation of some more student-centred practices, with results considered favourable from a motivational and of learning point of view (e.g. [3], [4], [5], [6], [7], [8]). Continuing this dynamic of collaboration, the authors decided that it would be productive to extend it to the students themselves, as the exchange of knowledge between students could result in enriching learning for all involved.…”

Section: Introductionmentioning

confidence: 99%

Learning Exchange: A Collaborative Work Between Course Units

Ribeiro¹,

Ribeiro²,

Barros³

2021

INTED2021 Proceedings

Self Cite

View full text Add to dashboard Cite

The joint reflection between teachers from different areas, and with different backgrounds, on the strategies to be implemented in some course units, with the aim of building a scenario that fosters learning and, in parallel, allows the development of transversal skills, led to the idealization of a teaching proposal in which, in addition to valuing learning in a real work context, it was intended to promote the exchange of knowledge acquired by the students from different course units.The proposal in question involved the course units of Mechanical Technology I and Manufacturing Processes I, of the 2nd year of the Bachelor in Mechanical Engineering and in Technology and Industrial Management, respectively, and the course unit of Safety and Environment of the 1th year of the Higher Professional Technical Course in Mechanical Technology and Vehicles.Summing up, in addition to two study visits to companies in the field of metallomechanics, there was an exchange of knowledge between students. In this context, undergraduate students were given the role of conducting communication sessions that would clarify some of the mechanical processes observed in companies. Similarly, to the students of the Higher Professional Technical Course were tasked with sharing about the hazards and risks inherent in the real work context in the visited companies and the respective awareness of the means of protection to be used.The analysis and evaluation of the experience carried out was based on the observations of the teachers of the classes, in the productions developed by the students, in the intermediate questionnaires that were carried out after the visits, more directed to the expectations and learning carried out and, in a final questionnaire, in which students were asked for their opinion on various aspects related to the developed experience. In this sense, in addition to describing the project carried out, it is intended to focus on some of the opinions/perceptions of teachers and students involved about the contribution of the experience to the promotion of learning.

show abstract

“…Not only are students' agents of their own transformation, but also higher education institutions and teachers have a fundamental role in mediating these processes, facilitating and moderating learning contexts that are intended to be in constant evolution, transmutation, and transformation. It should be noted that the collaboration between teachers from different areas and with different backgrounds, who have been working as a team for some time [3], [4], [5], [6], [7], [8], [9], has contributed to the debate on teaching and assessment practices, leading to the implementation of some more student-centred practices, with results considered favourable from a motivational and learning point of view. For example, Silva, Barros, and Ribeiro [3], [4], [8], [9] concluded, based on their experiences with CTeSP students, that learning is promoted with a strong connection to practice, namely in the laboratory context, there is evidence of a positive impact on students learning.…”

Section: Introductionmentioning

confidence: 99%

“…It should be noted that the collaboration between teachers from different areas and with different backgrounds, who have been working as a team for some time [3], [4], [5], [6], [7], [8], [9], has contributed to the debate on teaching and assessment practices, leading to the implementation of some more student-centred practices, with results considered favourable from a motivational and learning point of view. For example, Silva, Barros, and Ribeiro [3], [4], [8], [9] concluded, based on their experiences with CTeSP students, that learning is promoted with a strong connection to practice, namely in the laboratory context, there is evidence of a positive impact on students learning. They also verified that the knowledge acquired in the performance of tasks can be useful for other course units.…”

Section: Introductionmentioning

confidence: 99%

Interaction Between Course Units: An Experience in Higher Education

Ribeiro¹,

Barros²,

Ribeiro³

2021

ICERI2021 Proceedings

Self Cite

View full text Add to dashboard Cite

Given the specificity of the Higher Professional Technical Courses (CTeSP) of Portuguese Polytechnic Institutes, it is important that in the course units related to these courses is promoted, whenever possible, a more contextualized learning environment, less theoretical and more connected to practice. In order to respond to this approach, in the Safety and Environment course unit, integrated in the CTeSP in Mechanical Technology and Vehicles, was followed a methodology that involved the interconnection of this course unit with the one of Automotive Materials Processing I of the same course. It should be noted that, in recent years, it is common for students to carry out a practical group work in the area of Safety and hygiene at work, where they analyse, in a real context, the hazards and risks associated with working with machine tools of the Mechanical Technology laboratory of the institution where they attend the course. As in the 2nd semester, students still attend the Automotive Materials Processing I course unit, where they produce a metal piece using industrial machines, also in the same laboratory, it was considered relevant to take advantage of the work they were developing in that course unit and make a connection with the Safety work. In this sense, in the 2020/2021 school year, it was proposed that students identify hazards and risks associated with the production of the metal piece they were developing, as well as establish preventive and control measures associated with its production (engineering, collective protection and safety signs measures; personal protective equipment; work organization and administrative control; training and information). From the analysis performed, the students created a PowerPoint® presentation to show their productions and present their conclusions to the class. In general, students easily adhered to the proposed task, having committed themselves to its implementation, which was visible in the final assessment, since all those who participated in the work were approved in the course unit. In the student's opinion, the connection between the two course units, motivated them more to carry out the group work, facilitated their learning and helped them to better understand the application of Safety concepts to the practice of mechanics (79.2%, 75% and 83.3% agree or totally agree, respectively). Carrying out the group work, allowed them to know their difficulties, overcome some of them and improve their arguments (79.2%, 83.3% and 95.8% agree or totally agree, respectively). It is considered that the learning resulting from this contextualized work can be useful, in order to promote a greater exchange between course units, and a greater awareness for the application of the course contents in a real context. The experience carried out can be easily replicated to other CTeSP and can significantly contribute as a learning factor for the internship that integrates the study plan of these courses.

show abstract

Hazards and Risks of Machine-Tools: An Experience in the Mechanical Technology and Vehicles Course

Cited by 3 publications

References 1 publication

Learning Scenarios in Safety at Work in the Scope of Polytechnic Higher Education Courses

Learning Scenarios in Safety at Work in the Scope of Polytechnic Higher Education Courses

Learning Exchange: A Collaborative Work Between Course Units

Interaction Between Course Units: An Experience in Higher Education

Contact Info

Product

Resources

About