Loading...
6 results
Search Results
Now showing 1 - 6 of 6
- Interaction between course units: an experience in higher educationPublication . Silva, Flora; Barros, Paula Maria; Ribeiro, J.E.Given the specificity of the Higher Professional Technical Courses (CTeSP) of Portuguese Polytechnic Institutes, it is important that in the course units related to these courses is promoted, whenever possible, a more contextualized learning environment, less theoretical and more connected to practice. In order to respond to this approach, in the Safety and Environment course unit, integrated in the CTeSP in Mechanical Technology and Vehicles, was followed a methodology that involved the interconnection of this course unit with the one of Automotive Materials Processing I of the same course. It should be noted that, in recent years, it is common for students to carry out a practical group work in the area of Safety and hygiene at work, where they analyse, in a real context, the hazards and risks associated with working with machine tools of the Mechanical Technology laboratory of the institution where they attend the course. As in the 2nd semester, students still attend the Automotive Materials Processing I course unit, where they produce a metal piece using industrial machines, also in the same laboratory, it was considered relevant to take advantage of the work they were developing in that course unit and make a connection with the Safety work. In this sense, in the 2020/2021 school year, it was proposed that students identify hazards and risks associated with the production of the metal piece they were developing, as well as establish preventive and control measures associated with its production (engineering, collective protection and safety signs measures; personal protective equipment; work organization and administrative control; training and information). From the analysis performed, the students created a PowerPoint® presentation to show their productions and present their conclusions to the class. In general, students easily adhered to the proposed task, having committed themselves to its implementation, which was visible in the final assessment, since all those who participated in the work were approved in the course unit. In the student’s opinion, the connection between the two course units, motivated them more to carry out the group work, facilitated their learning and helped them to better understand the application of Safety concepts to the practice of mechanics (79.2%, 75% and 83.3% agree or totally agree, respectively). Carrying out the group work, allowed them to know their difficulties, overcome some of them and improve their arguments (79.2%, 83.3% and 95.8% agree or totally agree, respectively). It is considered that the learning resulting from this contextualized work can be useful, in order to promote a greater exchange between course units, and a greater awareness for the application of the course contents in a real context. The experience carried out can be easily replicated to other CTeSP and can significantly contribute as a learning factor for the internship that integrates the study plan of these courses.
- Hazards and risks of machine-tools: an experience in the mechanical technology and vehicles coursePublication . Silva, Flora; Barros, Paula Maria; Ribeiro, J.E.Given the specificity of the Higher Professional Technical Courses it is important that the classes are oriented in order to promote a learning with a strong connection to the practice and its course. Following this principle, it was proposed to the students of the Mechanical Technology and Vehicles course of the School of Technology and Management of the Polytechnic Institute of Bragança (Portugal) that attended in 2017/2018 the course unit “Safety and Environment”, the accomplishment of a practical work that had as scenario the laboratory of Mechanical Technology. The experience had a positive impact on students learning, since, in addition to allowing them to work on content in a contextualized way, it contributed, among other things, to developing their autonomy and communication skills.
- Hazards and risks of machine-tools: an experience in the mechanical technology and vehicles coursePublication . Silva, Flora; Barros, Paula Maria; Ribeiro, J.E.The Higher Professional Technical Courses (HPTCs) consists in a training typology of Higher Education of short course and confers a Higher Professional Technical Diploma. They have a duration of four semesters and the last one is carried out in work context. The HTPC in Mechanical Technology and Vehicles (MTV) of the School of Technology and Management of Polytechnic Institute of Bragança (Portugal), is part of the Technology training area and integrates in its study plan the course unit (CU) “Safety and Environment”, which is taught in the 2nd semester of the 1st year. The classes are theoretical-practical (2 hours per week) and the contents covers the theme of safety and hygiene at work and the environment, with greater incidence in the first theme. Given the specificity of the HPTCs, it is important that in their CUs it promotes, whenever possible, a more student-centered learning, with a greater interconnection between the practice and the respective course. Therefore, during the 2017/2018 school year, in the context of safety thematic, it was proposed to a MTV class (21 Portuguese students and 1 from Cape Verde) to carry out a group work with a focus on the machine-tools (e.g. mechanical lathe, milling machine, drilling machine and saw) existing in the Mechanical Technology laboratory. Each group chose a machine-tool and the proposed work was divided into the following phases: characterization of the machine-tool; risk analysis (identification of hazards and consequent risks associated with the use of the machine-tool); legal and normative framing; risk assessment (application of one of the methods studied in the theoretical part); preventive measures to be implemented; presentation the work done to the class and questioning by the colleagues. The evaluation and reflection about the pedagogic experience is based on the field notes registered by the teacher/researcher, on the students' productions and on a questionnaire that was applied to them during the last class of the semester. Regarding the contents of the CU, the difficulty most pointed out by the students was "to identify the legislation applicable to the situations in question", since 72.7% reported that they had had some or many difficulties. The distinction between the concept of hazard and risk was also one of the difficulties observed by the teacher during the classes, which was corroborated by the students, since 40.9% assumed that they had some or many difficulties in the identification of hazards and 45.5% in the identification of risks. According to the students, the difficulties in carrying out the proposed group work were mainly due to the lack of attendance at classes (31.8% agree) and not being able to select the information that is relevant (27% agree). Even so, it can be considered that, in general terms, the experience was positive for the students' learning. It should be noted that the majority of students agree or fully agree that carrying out the group work and its presentation contributed, among other aspects, to clarify some concepts (100%), to feel more confidence in their abilities (95.5%), overcome some of the difficulties (95.5%) and increase their autonomy, not being so dependent on the teacher (100%). It is also considered that the learning resulted from this contextualized work can be useful for other CUs in which the students have to use the machine-tools, and can also be an added value at the internship that integrates the course study plan.
- Interaction between course units: an experience in higher educationPublication . Silva, Flora; Barros, Paula Maria; Ribeiro, J.E.Given the specificity of the Higher Professional Technical Courses (CTeSP) of Portuguese Polytechnic Institutes, it is important that in the course units related to these courses is promoted, whenever possible, a more contextualized learning environment, less theoretical and more connected to practice. In order to respond to this approach, in the Safety and Environment course unit, integrated in the CTeSP in Mechanical Technology and Vehicles, was followed a methodology that involved the interconnection of this course unit with the one of Automotive Materials Processing I of the same course. It should be noted that, in recent years, it is common for students to carry out a practical group work in the area of Safety and hygiene at work, where they analyse, in a real context, the hazards and risks associated with working with machine tools of the Mechanical Technology laboratory of the institution where they attend the course. As in the 2nd semester, students still attend the Automotive Materials Processing I course unit, where they produce a metal piece using industrial machines, also in the same laboratory, it was considered relevant to take advantage of the work they were developing in that course unit and make a connection with the Safety work. In this sense, in the 2020/2021 school year, it was proposed that students identify hazards and risks associated with the production of the metal piece they were developing, as well as establish preventive and control measures associated with its production (engineering, collective protection and safety signs measures; personal protective equipment; work organization and administrative control; training and information). From the analysis performed, the students created a PowerPoint® presentation to show their productions and present their conclusions to the class. In general, students easily adhered to the proposed task, having committed themselves to its implementation, which was visible in the final assessment, since all those who participated in the work were approved in the course unit. In the students opinion, the connection between the two course units, motivated them more to carry out the group work, facilitated their learning and helped them to better understand the application of Safety concepts to the practice of mechanics (79.2%, 75% and 83.3% agree or totally agree, respectively). Carrying out the group work, allowed them to know their difficulties, overcome some of them and improve their arguments (79.2%, 83.3% and 95.8% agree or totally agree, respectively). It is considered that the learning resulting from this contextualized work can be useful, in order to promote a greater exchange between course units, and a greater awareness for the application of the course contents in a real context. The experience carried out can be easily replicated to other CTeSP, and can significantly contribute as a learning factor for the internship that integrates the study plan of these courses.
- Learning scenarios in safety at work in the scope of Polytechnic Higher Education coursesPublication . Silva, Flora; Ribeiro, J.E.; Barros, Paula MariaThe Higher Professional Technical Courses (CTeSPs) of the Portuguese Polytechnic Higher Institutes correspond to a cycle of higher education studies that does not confer an academic degree. They have a duration of 2 years and the successful conclusion leads to obtaining a higher professional technician diploma. Given the specificity of this type of courses, the course units of their study plan must promote, whenever possible, more student-centred learning with a greater connection to practice. This approach has been followed in the Safety and Environment course unit classes of the CTeSPs in Chemical and Biological Analysis and Mechanical Technology and Vehicles of a Higher Education Institution in the North of Portugal, between the academic years 2016/2017 and 2020/2021. In this sense, and in the Safety component, tasks were proposed that, depending on the academic year in which they were performed, involved different scenarios: (1) laboratory context and (2) business context (study visits). In both cases, it was proposed to the students to carry out a practical work in group that intended to analyse the hazards and risks associated with aspects of the context in question, applying in a specific situation the contents of the course unit. This type of work was oriented so that there was knowledge sharing (lectures and group interaction) among students attending: (i) the course unit; (ii) the course unit in another CTeSP and (iii) another course unit in degree courses. In some situations, connections were established with other course units, within the same course, or in different courses. In this paper we intend to explain the different approaches applied, reflecting on their advantages/disadvantages and possible perspectives of adaptation to the other component of the course unit (Environment) or other courses.
- Learning scenarios in safety at work in the scope of Polytechnic Higher Education coursesPublication . Ribeiro, J.E.; Silva, Flora; Barros, Paula MariaThe Higher Professional Technical Courses (CTeSPs) of the Portuguese Polytechnic Higher Institutes correspond to a cycle of higher education studies that does not confer an academic degree. They have a duration of 2 years and the successful conclusion leads to obtaining a higher professional technician diploma. Given the specificity of this type of courses, the course units of their study plan must promote, whenever possible, more student-centred learning with a greater connection to practice. This approach has been followed in the Safety and Environment course unit classes of the CTeSPs in Chemical and Biological Analysis and Mechanical Technology and Vehicles of a Higher Education Institution in the North of Portugal, between the academic years 2016/2017 and 2020/2021. In this sense, and in the Safety component, tasks were proposed that, depending on the academic year in which they were performed, involved different scenarios: (1) laboratory context and (2) business context (study visits). In both cases, it was proposed to the students to carry out a practical work in group that intended to analyse the hazards and risks associated with aspects of the context in question, applying in a specific situation the contents of the course unit. This type of work was oriented so that there was knowledge sharing (lectures and group interaction) among students attending: (i) the course unit; (ii) the course unit in another CTeSP and (iii) another course unit in degree courses. In some situations, connections were established with other course units, within the same course, or in different courses. In this paper we intend to explain the different approaches applied, reflecting on their advantages/disadvantages and possible perspectives of adaptation to the other component of the course unit (Environment) or other courses.