Revisiting Team-Based Learning in a Fluid Mechanics Module: Enhancing Students’ Competences

This study investigates the evolution of students’ perceptions and experiences with Team-Based Learning (TBL) over three academic years (2021/22, 2022/23 and 2023/24) applied to the Fluid Mechanics course’ viscosity module of the second year of a chemical engineering degree, 1st semester. Through questionnaire data and qualitative evaluation, competences acquired and changes in teamwork and critical thinking were analyzed, based on a sample of 151 out of 167 enrolled students. Results reveal a shift in competence emphasis over time, with “Team work” initially prominent but more evenly distributed later. While students increasingly prefer individual study, TBL fosters collaboration and critical thinking. TBL assessment indicates consistency across years, with minor variation. The study underscores TBL’s positive impact on student preparation and professional development.

Keywords

Active Learning Engineering Education Students' Competences Team-Based Learning

URI

http://hdl.handle.net/10400.22/29586

Citation

Sena-Esteves, M.T., Ribeiro, M., Morais, C., Brás-Pereira, I., Guedes, A., Soares, F. & Leão, C.L. (2024, October 23-25). Revisiting Team-Based Learning in a Fluid Mechanics Module: Enhancing Students’ Competences [Paper presentation]. 12th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2024), Alicante, Spain.