Didactic models for active and inquiry-based learning of machines and mechanisms.
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| Title: | Didactic models for active and inquiry-based learning of machines and mechanisms. |
|---|---|
| Authors: | Bartolomé, E1,2 (AUTHOR) ebartolome@icmab.es |
| Source: | International Journal of Mechanical Engineering Education. Apr2026, Vol. 54 Issue 2, p432-457. 26p. |
| Subject Terms: | *Inquiry-based learning, *Teaching aids, *Active learning, *Engineering education, *Educational benefits, Mechanical models, Three-dimensional printing, Mechanical movements |
| Abstract: | Didactic models are invaluable resources for teaching Machines and Mechanisms, a crucial subject in the Engineering curriculum. This work investigates the impact of various types of models on learning outcomes across different instructional approaches, from traditional to active and inquiry-based learning methods. We analyzed a range of didactic models used in a second-year Theory of Machines and Mechanism (TMM) course at EUSS School of Engineering in Barcelona over the past decade, including: i) mechanical models built with "Meccano" parts, 3D-printed models, and kits simulating "fairground attractions", introduced in traditional teaching settings; ii) real machines and student-developed models used in in TMM courses based on the "Study and Research Path" (SRP) approach, and iii) advanced didactic machines, created by fourth-year students. We discuss the educational benefits provided by these models, considering aspects like the theoretical concepts they mobilize, their construction (by teachers or students), design flexibility, materials used, complexity, and realism. Additionally, we examine how these models enrich the Media and Milieu dialectics, promote the development of both technical and transversal skills, and present a range of advantages and challenges in each TMM context. Our findings offer valuable insights into how models enhance the teaching and learning experience in Machines and Mechanisms, guiding instructors in selecting appropriate models and instructional strategies based on course objectives, student characteristics, and contextual constraints. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Mechanical Engineering Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192655882 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Didactic models for active and inquiry-based learning of machines and mechanisms. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bartolomé%2C+E%22">Bartolomé, E</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> ebartolome@icmab.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Mechanical+Engineering+Education%22">International Journal of Mechanical Engineering Education</searchLink>. Apr2026, Vol. 54 Issue 2, p432-457. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+benefits%22">Educational benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Mechanical+models%22">Mechanical models</searchLink><br /><searchLink fieldCode="DE" term="%22Three-dimensional+printing%22">Three-dimensional printing</searchLink><br /><searchLink fieldCode="DE" term="%22Mechanical+movements%22">Mechanical movements</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Didactic models are invaluable resources for teaching Machines and Mechanisms, a crucial subject in the Engineering curriculum. This work investigates the impact of various types of models on learning outcomes across different instructional approaches, from traditional to active and inquiry-based learning methods. We analyzed a range of didactic models used in a second-year Theory of Machines and Mechanism (TMM) course at EUSS School of Engineering in Barcelona over the past decade, including: i) mechanical models built with "Meccano" parts, 3D-printed models, and kits simulating "fairground attractions", introduced in traditional teaching settings; ii) real machines and student-developed models used in in TMM courses based on the "Study and Research Path" (SRP) approach, and iii) advanced didactic machines, created by fourth-year students. We discuss the educational benefits provided by these models, considering aspects like the theoretical concepts they mobilize, their construction (by teachers or students), design flexibility, materials used, complexity, and realism. Additionally, we examine how these models enrich the Media and Milieu dialectics, promote the development of both technical and transversal skills, and present a range of advantages and challenges in each TMM context. Our findings offer valuable insights into how models enhance the teaching and learning experience in Machines and Mechanisms, guiding instructors in selecting appropriate models and instructional strategies based on course objectives, student characteristics, and contextual constraints. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Mechanical Engineering Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192655882 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/03064190241310053 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 432 Subjects: – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Teaching aids Type: general – SubjectFull: Active learning Type: general – SubjectFull: Engineering education Type: general – SubjectFull: Educational benefits Type: general – SubjectFull: Mechanical models Type: general – SubjectFull: Three-dimensional printing Type: general – SubjectFull: Mechanical movements Type: general Titles: – TitleFull: Didactic models for active and inquiry-based learning of machines and mechanisms. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bartolomé, E IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 03064190 Numbering: – Type: volume Value: 54 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Mechanical Engineering Education Type: main |
| ResultId | 1 |
