ものづくり教育における一貫方式と分担方式の組み合わせ

概要

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Two PBL methods (consecutive work and sharing work) over three academic years (2007-2009) wereperformed by students in the Department of Mechanical Engineering. In the consecutive work, each group devisedthe Planning, Doing and Checking processes in manufacturing within an established theme. In the sharing work, theother groups followed manufacturing processes using the sequence Planning → Doing → Checking. The studentsnever referred to several drawings which each group drew in the consecutive work. However, it is necessary tounderstand several drawings of different groups in each process of Planning, Doing, and Checking in the sharingwork. Four combinations of PLB were attempted during the first and second periods to determine the optimalcombination. This paper refers to the educational effects of consecutive versus sharing work.
2012-03-00