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

Abstract

Vocation is one of the determining factors taken into account by students when choosing their university studies. However, when the students start their studies, in their first year, they will find a series of basic subjects that barely motivate or stimulate them. In the specific case of mathematics, the problem is aggravated when many of the students already begin the first year showing rejection towards this subject. The lack of motivation for mathematics also affects the subject of physics because “the role of mathematics is to be the language of physics”. The EXPLORIA project proposed by the CEU Cardenal Herrera University is a potential solution to this problem. The objective of this project is the implementation of STEAM learning (Science Technology Engineering Art Mathematics) in the Degree in Fundamentals of Architecture at CEU Cardenal Herrera University through the EXPLORIA project. This article focuses on the activities carried out in the subject of physics in the Degree in Fundamentals of Architecture, corresponding to the part of mechanical engineering in order to show that through the realization of different challenges, we can develop creative products, new buildings with their logos and storytelling, as well as connect with the rest of subjects. For its development, students must use everyday objects within their reach, such as forks, spoons, knives, shoes, etc., to build an object or structure that must remain in a “creative balance” and this will serve as an inspiration for new buildings. These new creations are evaluated by an architecture team who fills in a rubric to evaluate the creativity and originality of the products. The number of students included in this project was 24 and the participants’ age ranged between 18 and 20 (similarly distributed). At the end of the work, an anonymous ad hoc questionnaire was carried out to show the students’ assessment of the new teaching methodology and the challenges developed in the subject of physics.

Application and Assessment of an Experiential Deformation Approach as a Didactive Tool of Truss Structures in Architectural Engineering

“…The workshops performed during the first year of the architecture degree have significantly influenced the methodology used to address subjects and knowledge. Departing from traditional teaching methods, the workshops encourage learning through experimentation and practical application instead of memorization, and they have been a real achievement in motivating student participation in their learning [15,40], as Table 1 reveals. The teaching approach scales affordably to larger classes with increased material needs due to low material costs.…”

“…It demonstrates adaptability to various educational environments, adapting to different levels of student populations, backgrounds, and abilities. It contains flexibility to distinct educational levels in school, undergraduate, polytechnic institutions, and STEAM (science, technology, engineering, arts, and mathematics) programs [15].…”

“…Consequently, teaching the structure only by discussing it is not a solution to the problem as it does not answer the issues that arise during architectural design. Based on the findings of the study of Montes et al [15], they introduce a new way to teach engineering mechanics in architecture degrees, using everyday objects within their reach to build an object or structure that must remain in a "creative balance", and this will serve as an inspiration for new buildings. The equilibrium challenge uniquely promotes intuition and creativity, crucial aspects for the future development of architects within their profession.…”