It is possible to innovate educationally with limited resources. Low active methodologies can be very efficient cost educationally, be a research field SIGs (Educational Innovation Groups).
In times of crisis, imagination is more important than intelligence (A. Einstein).
This text is an extract from a article educational innovation and introduction describes a different experience rapid methods of model building, in which Cooperative Learning with transversal contents is an essential tool not only as a vehicle for development in the classroom, but as a guarantee and emphasis on learning, pupil's hand leaving the means for further employment dive the many possibilities that are offered.
Description of practical sessions
There have been four two-hour sessions and a fifth one hour session; describes the initial three.
The first two sessions (Figures 1 and 2) They consisted of construction, with different media, spatial structures from: equilateral triangles, tetrahedra and octahedra, drawing them and deducting its degrees of freedom
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Building structures with chopsticks requires the action of setting the teacher available to students and the material they share. Fast drying white glue is used at the nodes must put as little as possible.
The first cell is a triangle, is achieved without measuring instruments, since the mere arrangement of three sticks with its ends glued and fixed a single rigid figure since it is fully determined by the three constraints imposed measures three sides.
The geometric structures isostatic condition allowing their construction, and experimentation stages of assembly is also part of the theoretical and practical learning to aspirational.
The third session was to build the student in the classroom a series of seven models and simultaneously draw, experiencing the drawing, team coordination and movement mechanism to final assembly and structure isostatic.
Conclusions and future expectations
This initiative has proven to be a positive tool in changing the profile of the graduate advocated in the context of the EHEA, because it reinforces four pillars of learning desirable:
- Knowledge (learn to know)
- Competencies (learn to do)
- Skills (learn together vivir)
- Values (learn to be).
As for mainstreaming, This learning environment is connected to other engineering materials (Mathematics / Degrees of freedom, Physics / Mechanisms, etc.), being in tune with the prologue to his book Puig Adam Metric Geometry:
“…Technical training is learning to see and think. (…) Learning to see the content of the abstract mathematical facts, and project specific field in the results of abstract reasoning”.
This academic course has been developed other activity incorporating the competition as a way that favors the development of techniques and knowledge dissemination, of which one has a good reference in the American high school, build a bridge consisting of two feet of light sticks for submission to the maximum load that can withstand (the order of 16 kg for 57 g of bridge).
The competition involves designing, construction and documentation of a toothpick bridge for load test under predefined conditions (light, song, width, loading arrangement, etc.). The classification of the contestants (the practice note, should be part of the evaluation process) is determined by the relationship between the weight loading and the weight of the structure itself.
Study References
ACTIVE METHODOLOGIES AS IMPROVING SPATIAL VISION
Department of Aerospace Vehicles. College of Aeronautical Engineering. Universidad Politécnica de Madrid GIE V..isual Graphics Group(VGG)
