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Compartmental Learning versus Joint Learning in Engineering Education

Author

Listed:
  • María Jesús Santos

    (Department of Applied Physics, Faculty of Science, University of Salamanca, 37008 Salamanca, Spain
    Research Institute on Fundamental Physics and Mathematics, University of Salamanca, 37700 Salamanca, Spain
    These authors contributed equally to this work.)

  • Alejandro Medina

    (Department of Applied Physics, Faculty of Science, University of Salamanca, 37008 Salamanca, Spain
    Research Institute on Fundamental Physics and Mathematics, University of Salamanca, 37700 Salamanca, Spain
    These authors contributed equally to this work.)

  • José Miguel Mateos Roco

    (Department of Applied Physics, Faculty of Science, University of Salamanca, 37008 Salamanca, Spain
    Research Institute on Fundamental Physics and Mathematics, University of Salamanca, 37700 Salamanca, Spain
    These authors contributed equally to this work.)

  • Araceli Queiruga-Dios

    (Research Institute on Fundamental Physics and Mathematics, University of Salamanca, 37700 Salamanca, Spain
    Department of Applied Mathematics, School of Industrial Engineering, University of Salamanca, 37008 Salamanca, Spain
    These authors contributed equally to this work.)

Abstract

Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.

Suggested Citation

  • María Jesús Santos & Alejandro Medina & José Miguel Mateos Roco & Araceli Queiruga-Dios, 2021. "Compartmental Learning versus Joint Learning in Engineering Education," Mathematics, MDPI, vol. 9(6), pages 1-18, March.
    • Handle: RePEc:gam:jmathe:v:9:y:2021:i:6:p:662-:d:520857
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