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- Student’s perceptions regarding assessment changes in a fluid mechanics coursePublication . Sena-Esteves, Teresa; Morais, Cristina; Guedes, Anabela; Pereira, Isabel Brás; Ribeiro, Margarida Marques; Soares, Filomena; Leão, Celina PintoThe main objective of this study is to evaluate students’ perceptions regarding different methods of assessment and which teaching/learning methodologies may be the most effective in a Fluid Transport System course. The impact of the changes in the assessment methodology in the final students’ grades and attendance at theoretical classes is also analysed, and the results show that students’ attendance at theoretical classes changed significantly. The students prefer and consider more beneficial for their learning assessment through several questions/problems and small tests during theoretical lessons instead of a single moment of evaluation. For them, the traditional teaching/learning methodology is still considered the most effective one. At the same time, students perceive that the development of the Practical Work (PW) and several moments of assessment had positive repercussions on the way they focus on the course content and keep up with the subjects taught, providing knowledge on the area under study, encouraging collaborative work and stimulating the students’ intellectual curiosity. Largely, students agree that the PW is an important tool in their learning process and recommend it as a teaching activity. In general, students are confident with the knowledge acquired with the PW and feel able to size fluid transport systems.
- The Relationship of Higher Education Access with Final Marks in a Core Chemical Engineering TopicPublication . Sena-Esteves, Maria Teresa; Morais, Cristina; Ribeiro, Margarida; Pereira, Isabel; Guedes, Anabela; Soares, Filomena; Leão, Celina P.This present work cracks to understand the relationship between final marks in a topic with competences that are core of Chemical Engineering and students’ access grades to a Portuguese Higher Education Institution (HEI). The study is based on data gathered through a questionnaire concerning students’ perceptions about assessment and teaching-learning methodologies in four academic years (2016-2017 to 2019-2020). The student´s access grades were included in the questionnaire since 2018-19 academic year allowing to establish a relationship with the final marks obtained in a core Chemical Engineering Topic, Fluid Mechanics. From the analysis made, it can be said that students who obtained higher access grades to HEI may have also a higher Chemical Engineering curricular unit final mark, although the low linear relationship obtained (r =0.45) for the year 2019-20.
- Gender Differences in Students’ Assessment in a Fluid Mechanics CoursePublication . Sena-Esteves, Maria Teresa; Morais, Cristina; Ribeiro, Margarida; Pereira, Isabel; Guedes, Anabela; Soares, Filomena Baptista; Leao, Celina PintoThe main objective of the present work is to verify if, and in what extent, there is a correlation between gender and grades in a topic that is regarded as a core competence of chemical engineering. This analysis is based on data collected through a questionnaire concerning students’ perceptions. Besides no statistical difference on final student's marks, specific differences were obtained and discussed, namely concerning teaching methodologies.
- How do students perceive their Learning Assessment?Publication . Leão, Celina P.; Soares, Filomena Baptista; Pereira, Isabel; Ribeiro, Margarida; Sena-Esteves, Maria Teresa; Guedes, Anabela; Meireles, Maria João; Morais, Leonilde Cristina; Silva, Paulo; Pinheiro, M.Nazaré Coelho; Santos, LauraThe present work was developed considering the learning assessment vector and linking it to students’ general satisfaction with the engineering course. The key findings show a positive association between students’ general satisfaction and the learning assessment, specifically with the assessment methodologies effectiveness regarding the different subjects taught. Globally,studentsconsidered the assessment methodologies effective and appropriate to the different subjects taught however, they do not feel encouraged to be part of the process of monitoring his/her performance, and to thetime allocated to the assessment testsas it wasnot considered appropriateto the volume of subjects taught.
- Practical Work and Assessment to Stimulate Students' Participation and Motivation in Fluid Transport IssuesPublication . Sena-Esteves, Maria Teresa; Morais, Leonilde Cristina; Guedes, Anabela; Pereira, Isabel M. B.; Ribeiro, Margarida; Soares, Filomena; Leão, Celina PintoAcademic education comprises developing new teaching and learning tools, regulating the assessment methodologies, and adjusting the learning programs to the professional activities. Technology developments allow teachers to explore new ways of teaching as well as to adjust new ways of assessing students' performance, giving to students a relevant feedback on their learning. Following this trend, a case study on Fluid Transport Systems in the Chemical Engineering course is presented. The main goal of this study is to evaluate the impact of different assessment methodologies in the final students' grades, to evaluate students' perceptions regarding these changes, and to know which teaching/learning methodologies are most effective. The study allows concluding that students prefer the traditional teaching/learning methodology and consider more beneficial for their learning the assessment through several questions/problems and small tests during the theoretical lessons instead of carrying out a single moment of evaluation and test. The majority of students were able to identify that the development of the practical work (PW) and several moments of assessment help in providing knowledge to the area under study, encourage their collaborative work and stimulate their intellectual curiosity.
- Team-based learning to enhance student’ competencies in a fluid mechanics modulePublication . Sena-Esteves, M. Teresa; Ribeiro, Margarida; Morais, Cristina; Brás-Pereira, Isabel; Guedes, Anabela; Soares, Filomena; Leão, Celina P.To graduate students with the necessary qualities, competencies and understanding needed in professional life, Higher Education Institutions should do more than only teach content in a traditional way. Team-Based Learning (TBL) is a small-group-based active learning-teaching strategy which supports the development of essential competencies while controlling course content. In this paper a TBL experience ap plied to the Fluid Mechanics course’ viscosity module of the second year of a chem ical engineering degree, during the 1st semester of 2021/22 academic year, is pre sented. The results were obtained based on a questionnaire answered by 57 of 65 enrolled students. The competencies acquired with TBL methodology identified by students were “Team Work”, “Autonomous work”, “Discussion” and “Communi cation”. On the other side, from the teacher’s point of view, this experience was very gratifying and is to be continued and extended to other course modules. Besides these preliminary results they already show positive tendency in TBL application to enhance engineering students’ competencies.