Universal Journal of Educational Research Vol. 6(10), pp. 2300 - 2309
DOI: 10.13189/ujer.2018.061029
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Students Engagement and Learning through the Development of Didactic Models for Mechanical Engineering

Pérez M. ^*, Ayerdi V , Arroyo Z.
Department of Mechanical Engineering, Faculty of Engineering, Universidad del Valle de Guatemala, Guatemala

ABSTRACT

Eight mechanical engineering students built three didactic models that show how different mechanical elements and mechanisms work in a pick-up truck. This study reviews their experience while manufacturing them, challenges faced and their learning experience. The project was directed by students entirely which posed planning, organizing, manufacturing and fundraising challenges. The biggest technical challenge was cutting open certain parts of the models to expose internal mechanisms; it was overcome combining different manufacturing strategies and equipment at hand. Every challenge was confronted as a team helping develop leadership, group work and other human skills. The further impact and usage of the models built was analyzed through polls sent to professors and students using them for different classes such as introduction to mechanical engineering, mechanical design and material sciences. The models have facilitated learning complex concepts, generated more open discussions, made learning more interactive, created enthusiasm and curiosity amongst students.

KEYWORDS
Didactic Models, Mechanical Engineering, Teaching Resources

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Pérez M. , Ayerdi V , Arroyo Z. , "Students Engagement and Learning through the Development of Didactic Models for Mechanical Engineering," Universal Journal of Educational Research, Vol. 6, No. 10, pp. 2300 - 2309, 2018. DOI: 10.13189/ujer.2018.061029.

(b). APA Format:
Pérez M. , Ayerdi V , Arroyo Z. (2018). Students Engagement and Learning through the Development of Didactic Models for Mechanical Engineering. Universal Journal of Educational Research, 6(10), 2300 - 2309. DOI: 10.13189/ujer.2018.061029.