Project Based Learning Applied to Technical Drawing

Abstract

New technological advances have been challenging professionals in education area to reach the new generation of students. Since this new generation is surrounded by this new technology, it is mandatory to associate new practices and teaching methods to their education plan. In this way, educators must reflect not only on their usual pedagogical practices but also in the efficacy of the method that has been practiced in the teaching and learning process. Technical Drawing is a discipline that takes place in High School programs in addition to Technical and Higher Education. It is directly influenced by this technological advance, once the student goes from the draw in the paper to the draw in computers during the classes and is encouraged to execute the projects that arise from the step-by-step draw. In this context, this work aimed to show a study performed during the Technical Drawing discipline to report a new structure in the educational methodology related to project-based learning. The focus of this study was to encourage students to develop a greater interest in engineering using project based learning and use this as a method for learning.

Using the project method in the mathematical education of students – future ecologists

“…Authors [22; 25] describe environmental projects implemented at universities in São Paulo (Brazil). Using mathematical methods, the authors studied the reuse of water and its saving [22], as well as the harmful effects of noise pollution for the environment [25].…”

An Attempt to Bring Calculation Closer to Student Reality through Active Methodologies: 4E's

“…The problem situation is based on cases experienced by professionals working in the profession intended by students (Pereira et. al, 2017;Milss and Treagust 2003;Santos et. al, 2018).…”

Makerspace for skills development in the industry 4.0 era

“…Makerspaces offer the potential to help universities address these points by providing them with infrastructure and techniques to ensure that their students learn these transversal skills by applying this latest technical knowledge to collaborative application contexts. Traditional engineering education generally follows an engineering training perspective using deductive teaching, with themes illustrated through mathematical models introduced by professors in the classroom; students' skills are tested by examinations and tests with little emphasis on the fundamental practical real problems faced by the profession for which these students are being prepared (Santos et al, 2018b).…”

“…(Mills and Treagust, 2003). There a range of possible criticisms, whether an excessive focus on scientific and technical knowledge to the neglect of practice, the absence of project experiences to develop communication skills and teamwork, a lack of attention for the real world (economy, legislation of the environment), and even a lack of practical knowledge by lecturers, underpinned by academic promotion systems that privilege publishing over actual experience (Santos et al, 2018a). Makerspaces therefore seem to offer one potential opportunity to address these criticisms, promoting the development in learning spaces and extra class activities, individual or group, characterizing an active environment where student creativity is one crucial ingredient that regulates the dynamic of growth.…”