| Is Part of |
18th European congress and exhibition on advanced materials and processes, FEMS EUROMAT 2025, 14 – 18 September 2025, Granada, Spain: symposium program [with abstracts].. Madrid : Spanish Society of Materials. 2025, paper 787, p. 205 |
| Abstract [eng] |
Traditional materials science curricula often prioritize abstract theory over early engagement with applied design challenges. However, recent studies have explored innovative approaches to teaching introductory materials science courses, emphasizing active learning and real-world applications. Project-based learning (PBL) has been implemented in first-year engineering curricula, integrating multidisciplinary projects with traditional lecture content [1]. These projects enable students to apply theoretical concepts to practical challenges and connect abstract concepts with real-world engineering decisions. This study presents a pedagogical model for first-year undergraduate materials physics that integrates active, team-based learning with real-world material selection tasks. Over a half-semester project, student teams analyze applications (e.g., biodegradable packaging, lightweight automotive components) through iterative research, experimental data analysis, and ethical evaluation. The framework employs a structured problem-solving approach, developing through problem identification, experimental validation, and teams’ presentations. This phased method fosters critical thinking, teamwork, and effective technical communication. Key innovations include integrating ethical design principles through case studies on global challenges like material shortage, encouraging participants to balance performance with societal impacts. Failure-driven learning is integrated via reflective reports, promoting resilience and iterative improvement. Authentic assessments, such as peer evaluations and stakeholder pitches, replicate real-world accountability. Data from pre/post surveys indicate that most students improved their ability to connect theoretical concepts with practical constraints, alongside developing stronger collaboration skills. Performance in material selection tasks, assessed through rubric-based grading, also showed notable improvement. This framework illustrates that early exposure to open-ended, ethics-driven design projects strengthens foundational materials science knowledge and enhances professional readiness. |
