New Teaching Designs Applied in Engineering Schools: An Empirical Case Study on Non Technical Subjects
DS 78: Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations, University of Twente, The Netherlands, 04-05.09.2014
Editor: Erik Bohemia, Arthur Eger, Wouter Eggink, Ahmed Kovacevic, Brian Parkinson, Wessel Wits
Author: Presoto, Anderson Edilson; Baldichia, Lucas; L., Ana
Institution: University of S
Brazilian public universities, in particular, engineering schools, have been founded inspired by European models: students following a learning process in a passive mode, where knowledge is transferred from professors in a one oriented way. The aim of this paper is to discuss about pros and cons of experimental methods on non technical subjects taught in engineering practices, once the approach normally adopted in these situations differ from engineering courses logic, where praxis is at stake. To achieve that, an empirical case study is done, at Polytechnic School of University of Sao Paulo, using a classroom experiment in economics science. The experimentation dealt with Competitive Equilibrium, one of the most central concepts in microeconomics. The results indicates that this is an efficient method based on satisfaction and academic score indicators which shows stronger integration of students on Managerial courses, requirement that has been highlighted in the last years. This learning proposal appears to encourage proactive behaviour from students, building their own knowledge. Moreover, this case study helped to evaluate assumptions of neoclassical economics on the presented topic (Competitive Equilibrium) and point out aspects that cannot be directly related to the neoclassical approach but to other economic theories. In this case, the linkage between different economics approaches could be widely explored. Nevertheless, some weaknesses must be mentioned as for a natural resistance to change must be faced. Going further in this trade-off appears to be the questions that researchers on design to engineering education will face and this paper explores.