A classroom experience about the application of research-based learning for the teaching of probability in engineering

Abstract

We explored the implementation of a Research-Based Learning (RBL) for the teaching and learning of probability in engineering education. The approach provided a student-centered learning environment, integrating practical activities within an active learning conception. A detailed RBL task in connection with weather forecasting was described, highlighting a methodical 10-day learning process that considers research, practical application, and reflection. The effectiveness of this RBL task was evaluated through thematic analysis of student reflective essays, focusing on their learning experiences and challenges. The analysis revealed enhanced understanding of probability, varied student engagement, and the value of practical learning. It also identified challenges in conceptualizing abstract probability concepts. The findings highlighted the RBL's potential in improving students' conceptual grasp and application of probability in real-world scenarios, providing key insights for future educational strategies in engineering. This study contributes to the broader discourse on innovative teaching methodologies in engineering education, demonstrating the impact of active, inquiry-based learning approaches.

Keywords

• engineering education
• probability learning
• research-based learning (rbl)
• thematic analysis