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- Which pathway towards mathematics’ assessment in engineering education?Publication . Justino, Júlia; Rafael, SilvianoIn Portuguese engineering education it is frequent to come across teachers expressing that the student-centered approach doesn’t work out after changing their assessment method to include more evaluation elements in one academic year in which the success rate remains the same. This paper intends to show how the implementation of a suitable assessment method, constructively aligned with the learning outcomes and the learning activities of the course unit, represents a step to foster the change from the teacher-centered approach to the student-centered approach, improving the students’ academic performance. This changeover is particularly relevant for teachers of cross-cutting scientific areas of technology or engineering degrees like mathematics who present passive resistance to this change.
- Pedagogical approach for BUILD2050 pilot training projectPublication . Rafael, Silviano; Justino, Júlia; Lucas, SusanaThis paper presents the 5-step pedagogical framework implemented in the European project Training for Sustainable and Healthy Building for 2050 (BUILD2050), funded by the Erasmus+ Programme KA220. This project is an integrated and transnational pilot training composed of eight training courses, across six different higher education institutions of five European countries, that are designed to respond to the emerging challenges at European level in the different areas of construction: renovation, healthy and sustainable buildings. All the pedagogical steps of this framework are presented and some difficulties and results of its implementation are reported. This pedagogical framework promotes the diversification and creativity of the learning and teaching activities for the European students attending these training courses.
- Why is it so difficult to apply student-centered approach?Publication . Rafael, Silviano; Justino, JúliaIt is common to think about generational differences. However, it is rare for the teaching-learning process to adapt to the characteristics of new generation students that currently attend courses in higher education. Despite the Bologna directives proposing student-centered approach for the new generation curricu lums, this implementation process is still far from complete. This paper presents the pedagogical methodologies most applied in a Portuguese higher educational institution of engineering and the difficulties in implementing the student-centered approach from the institutional point of view and from the teacher’s point of view. Also, possible solutions are proposed for the different points of view, giving the reasoning for the application of the student-centered approach.