A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Challenge-Based Learning and Flipped Classroom: The Way to Train as Future Prescribers of Building Materials to Students
Professors who teach classes in technical building schools are aware of the changes that are taking place in engineering or architecture, such as the implementation of Building Information Modeling (BIM) technology and new construction technologies. Focus on courses of building materials; currently it is not useful knowing the different existing materials but to work in the field of needs, properties, and interpretation of the regulations. Once the flipped classroom methodology was introduced in the subject, it was possible to involve the students more, since practical cases were solved during the classes. Over time, we realized that students became more engaged if they found a practical use for what they were learning. So, we started implementing another learning strategy, challenge-based learning (CBL). The objective is for students to become prescribers with the necessary knowledge to determine which materials are the best for projects that the chosen materials are suitable for placement in a work, and if these were replaced by similar ones, also new materials would comply with properties and characteristics of the project. The course is presented as a large project in which students decide the materials with which the building will be built. To do this, they are provided with fundamental knowledge about what is important when choosing a material, and they are taught to handle current technical and regulatory information on materials. At the end of the experience, the students took a survey to find out how it went; this way, professors had feedback to improve in future courses.
Challenge-Based Learning and Flipped Classroom: The Way to Train as Future Prescribers of Building Materials to Students
Professors who teach classes in technical building schools are aware of the changes that are taking place in engineering or architecture, such as the implementation of Building Information Modeling (BIM) technology and new construction technologies. Focus on courses of building materials; currently it is not useful knowing the different existing materials but to work in the field of needs, properties, and interpretation of the regulations. Once the flipped classroom methodology was introduced in the subject, it was possible to involve the students more, since practical cases were solved during the classes. Over time, we realized that students became more engaged if they found a practical use for what they were learning. So, we started implementing another learning strategy, challenge-based learning (CBL). The objective is for students to become prescribers with the necessary knowledge to determine which materials are the best for projects that the chosen materials are suitable for placement in a work, and if these were replaced by similar ones, also new materials would comply with properties and characteristics of the project. The course is presented as a large project in which students decide the materials with which the building will be built. To do this, they are provided with fundamental knowledge about what is important when choosing a material, and they are taught to handle current technical and regulatory information on materials. At the end of the experience, the students took a survey to find out how it went; this way, professors had feedback to improve in future courses.
Challenge-Based Learning and Flipped Classroom: The Way to Train as Future Prescribers of Building Materials to Students
Bienvenido-Huertas, David (editor) / de la Hoz-Torres, María Luisa (editor) / Aguilar Aguilera, Antonio Jesús (editor) / Palma, Ana María Marín (author) / Morales Segura, Mónica (author)
Teaching Innovation in Architecture and Building Engineering ; Chapter: 3 ; 45-58
2024-06-20
14 pages
Article/Chapter (Book)
Electronic Resource
English
A Hybrid-Flipped Classroom Approach: Students’ Perception and Performance Assessment
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