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Enhancing Engineering Education in Transport Phenomena Through Project-Based Learning with a Nature-Based Solution Approach

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Publicat a:Education Sciences vol. 15, no. 8 (2025), p. 1050-1070
Autor principal: Pereira, Rodrigo Bahia
Altres autors: da Costa Felipe Rezende, da Costa Luana Ramira, Moraes Luiz Eduardo Fernandes, Janzen Bianca, Feitosa, Vanessa Maia, Janzen, Johannes Gérson
Publicat:
MDPI AG
Matèries:
Problem solving
Soft skills
Collaboration
Fluid dynamics
Curricula
Student participation
Civil engineering
Ethics
Dimensional analysis
Academic achievement
Water resources
Sustainability
Design
Engineering education
Critical thinking
Fluid mechanics
Project-based learning
Physical Environment
Literature Reviews
Competence
Creative Thinking
Active Learning
Learning Processes
Learning Experience
Data Interpretation
Laboratory Experiments
Electronic Learning
Data Analysis
Evaluative Thinking
Outcomes of Education
Data Processing
Course Content
Lifelong Learning
Convergent Thinking
Learner Engagement
Educational Trends
Cognitive Development
Accés en línia:Citation/Abstract
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Resum:This study investigates Project-Based Learning (PBL) to boost student engagement in a Transport Phenomena course at the Federal University of Mato Grosso do Sul (UFMS). Through a hands-on project involving Floating Treatment Islands (FTIs) for water quality improvement, PBL was hypothesized to enhance student involvement and analytical skills. Students designed and optimized FTIs, experimenting with configurations like root length and plant type. Quantitative outcomes reveal a standard deviation of 1.5 in project scores among top performers (course average > 6), reflecting diverse problem-solving strategies, while a standard deviation of 0.8 near the passing threshold (course average ≈ 6) indicates consistent efforts to improve grades. Additionally, 80% of students rated their experience ≥ 4 on a 5-point scale, signaling high satisfaction, although 40% identified data interpretation as a challenge requiring targeted support. Outcomes were assessed by analyzing score variability, revealing higher standard deviations among top performers, indicating diverse problem-solving approaches, while lower deviations near the passing threshold suggested uniform efforts to improve grades. Despite general satisfaction, some students faced data interpretation challenges, highlighting areas for instructional refinement. The results affirm PBL’s effectiveness in fostering engagement and practical skills but suggest that adaptive teaching methods are essential to support comprehension and maintain engagement across different performance levels.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15081050
Font:Education Database