Computer-aided pbl in a blended environment for improving the problem-solving skills in structural engineering subjects

There are three relevant facts about engineering education, i) engineers apply scientific and technical principles to solve problems that make our lives easier. ii) engineering competencies include solving problems related to their field of study, and iii) teaching the subject must be consistent with the fact that the methods currently used in the practice of the profession are based in computers. One of the most appropriate teaching methodologies in STEM seems to be problem-based learning (PBL), where real problems guide the contents of the subject. In this technique you can identify several phases grouped in defining the problem, transforming it into a mathematical model, making the appropriate calculations and evaluating the results. The problem will be adequate if you also use the necessary tools to approach the problems addressed to those of the real practice of the engineer, so that computer tools have been introduced to perform the calculation phase, leaving more time available to define the appropriate questions, translate them to a mathematical model, and finally to investigate the results. Under these premises, a project for the implementation of these methodologies has been developed in the subjects of structural analysis of the degrees in mechanical engineering industrial technologies engineering, and in agrifood engineering of the Universitat Jaume I of Castellon, and which is based on four pillars: i) computer-assisted PBL, ii) use of evaluation rubrics, iii) peer review, and iv) blendedlearning. Under these premises, a project for the implementation of these methodologies has been developed in the subjects of structural analysis of the degrees in mechanical engineering industrial technologies engineering, and in agrifood engineering of the Universitat Jaume I of Castellon, and which is based on four pillars: i) computer-assisted PBL, ii) use of evaluation rubrics, iii) peer review, and iv) blendedlearning. The initial results show that, despite the initial reluctance of students to use the mathematical and computer tools, when the proposed problem is more real, and therefore the numerical complexity increases, they appreciate the use of these tools, and indirectly, as the students master the tools, they can investigate the problem more deeply. Additionally, they see the use of these tools, appropriate for the calculations and documentation related to the final degree project.