ELECTRICAL INSTALLATIONS ANALYSIS AND RISK-ATTENUATION IN LOW-INCOME HABITATIONS INSPIRED BY PROJECT-BASED LEARNING

Autores

DOI:

https://doi.org/10.15628/holos.2018.7835

Palavras-chave:

Electrical Engineering, Project-based Learning, Social Responsibility

Resumo

The concept of social responsibility in engineering is the obligation that its professionals have to evaluate the impact of their work on public welfare. Although being a content presented in classrooms, the students in our university do not have contact with real-world situations of risk of electrical shock and fires caused by improperly electrical installations. To attenuate this deficit we created the undergraduate extension project "Analysis and Correction of Electrical Installations in Low-Income Habitations in the city of Cornélio Procópio" in the Federal University of Technology–Paraná. In this work, we focus on electrical installations safety conditions inspection and corrective actions in low-income habitations in Cornélio Procópio, Brazil. Our inspiration is the Project-Based Learning (PBL), in which we insert students in real-world environments to point out and analyze electrical installations problems. In our project, a group of students and a supervising professor inspect the situations of risk according to a decision tree and make repairs in the electrical installations in the visited habitations. We created a socioeconomic form answered by each family visited and photos in order to obtain data for archiving. At the end, the students answered a qualitative form that verified the impact of the project in their learning and practical skills, and their awareness of social responsibility as engineers. We verified that the repairs improved the life quality of the residents. Finally, we address quantitative future work.

Downloads

Não há dados estatísticos.

Métricas

Carregando Métricas ...

Biografia do Autor

Márcio Mendonça, Universidade tecnológica Federal do Paraná

Doutor e Pós Doutor em sistemas computacionais inteligentes aplicados a controle de processos, robótica e robótica móvel 

 

Lucas Botoni de Souza, UNIVERSIDADE TECNOLÓGICA FEDERAL DO PARANÁ (UTFPR)

Lucas Botoni de Souza was born in Lins, Brazil, in 1994. He received his B.S. degree in control and automation engineering from the Federal University of Technology – Paraná, Cornélio Procópio, Brazil, in 2017. He is currently pursuing the M.S. degree in mechanical engineering at Federal University of Technology – Paraná, Cornélio Procópio, Brazil. His research interests includes autonomous mobile robotics, Artificial Neural Networks and Fuzzy Cognitive Maps.

Rodrigo Henrique Cunha Palácios, UNIVERSIDADE TECNOLÓGICA FEDERAL DO PARANÁ (UTFPR)

Rodrigo Henrique Cunha Palácios was born in Cornélio Procópio, Brazil, in 1977. He received the B.S. degree in computer engineering from the University of North Paraná, Londrina, Brazil, in 2002, the M.S. degree in electrical engineering from the State University of Londrina, Londrina, Brazil, in 2010, and the Ph.D. degree in electrical engineering from the University of São Paulo (USP), São Carlos, Brazil, in 2016.

Currently, he is an Associate Professor with the Federal University of Technology - Paraná, Cornélio Procópio, Brazil. His research interests are within the fields of electrical machinery and, expert systems.

Ulisses Pereira Rosa Borges, UNIVERSIDADE TECNOLÓGICA FEDERAL DO PARANÁ (UTFPR)

Ulisses Pereira Rosa Borges was born in Assis, Brazil, in 1964. He received his B.S. degree in electrical and electronic engineering from the University of Taubaté (UNITAU), Taubaté, Brazil, in 1986, and graduation in general didactic from the Educational Institute of Assis, Assis, Brazil, and in safety engineering from the Federal University of Technology – Paraná, Cornélio Procópio, Brazil, 2010.

                Currently, he is an Associate Professor with the Federal University of Technology - Paraná, Cornélio Procópio, Brazil, in the safety engineering graduation program. His interest are within electrical engineering safety standards.

José Augusto Fabri, UNIVERSIDADE TECNOLÓGICA FEDERAL DO PARANÁ (UTFPR)

José Augusto Fabri was born in Assis, Brazil, in 1975. He received his Tech degree in data processing technologies from the Educational Foundation of Assis, São Paulo, Brazil, in 1997, and M.S. degree in computer science from the Federal University of São Carlos, São Paulo, Brazil, in 1999. Received his Ph.D. in production engineering from the Polytechnic School of the University of São Paulo, São Paulo, Brazil.

                Currently, he is an Associate Professor with the Federal University of Technology - Paraná, Cornélio Procópio, Brazil. His research interests are within the computational fields of software engineering.

Referências

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report (1st ed.). Washington, USA: School of Education and Human Development, The George Washington University. https://doi.org/ED340272

Campbell, R. (2013). U.S. Structure Fires in Office Properties. National Fire Protection Association - Fire Analysis and Research Division. Quincy, MA, USA.

Canney, N., & Bielefeldt, A. (2015). A Framework for the Development of Social Responsibility in Engineers. International Journal of Engineering Education, 31(1(B)), 414–424.

Copot, C., Ionescu, C., & Keyser, R. De. (2016). Interdisciplinary project-based learning at master level: control of robotic mechatronic systems. In IFAC-PapersOnLine (Vol. 49, pp. 314–319). Elsevier. https://doi.org/10.1016/J.IFACOL.2016.07.196

Darlington, S. (2018). Fire in São Paulo, Brazil, Brings Down a High-Rise Building. Retrieved July 27, 2018, from https://www.nytimes.com/2018/05/01/world/americas/sao-paulo-brazil-fire-collapse.html

Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674–681. https://doi.org/10.1109/FIE.2008.4720326

Fonseca, V. M. F., & Gómez, J. (2017). Applying Active Methodologies for Teaching Software Engineering in Computer Engineering. Revista Iberoamericana de Tecnologias Del Aprendizaje, 12(3), 147–155. https://doi.org/10.1109/RITA.2017.2738178

Gazzoni, W. C., Miyoshi, J., & de Lima, V. D. P. (2017). Active Methodologies for Calculus in Engineering Courses (December 2016). Revista Iberoamericana de Tecnologias Del Aprendizaje, 12(4), 193–198. https://doi.org/10.1109/RITA.2017.2776441

Martinez-Rodrigo, F., Lucas, L. C. H., Pablo, S. De, & Rey-boue, A. B. (2017). Using PBL to Improve Educational Outcomes and Student Satisfaction in the Teaching of DC/DC and DC/AC Converters. IEEE Transactions on Education, 60(3), 1–9. https://doi.org/10.1109/TE.2016.2643623

Oleagordia, I. J., Barrón, M., San Martín, J. I., & Asensio, F. J. (2014). Active methodology applied in engineering by PBL. I-Approach. Proceedings of XI Tecnologias Aplicadas a La Ensenanza de La Electronica (Technologies Applied to Electronics Teaching), TAEE 2014. https://doi.org/10.1109/TAEE.2014.6900181

Prasad, R., Wicklow, B., & Traynor, C. (2018). Practical Problem-Based Learning: An Interdisciplinary Approach. In 2018 IEEE Integrated STEM Education Conference (ISEC) (pp. 258–261). Princeton, NJ, USA: IEEE. https://doi.org/10.1109/ISECon.2018.8340496

Sharry, J. A. (1974). South America Burning. Fire Journal, 68(4), 23–33.

Wang, L., Li, Q., Yu, Y., & Liu, J. (2018). Region compatibility based stability assessment for decision trees. Expert Systems with Applications, 105, 112–128. https://doi.org/10.1016/J.ESWA.2018.03.036

Weltman, D. (2007). A Comparison of Traditional and Active Learning Methods: An Empirical Investigation Utilizing a Linear Mixed Model. PhD Thesis. The University of Texas at Arlington. https://doi.org/10.1017/CBO9781107415324.004

Downloads

Publicado

22/12/2018

Como Citar

Mendonça, M., de Souza, L. B., Palácios, R. H. C., Borges, U. P. R., & Fabri, J. A. (2018). ELECTRICAL INSTALLATIONS ANALYSIS AND RISK-ATTENUATION IN LOW-INCOME HABITATIONS INSPIRED BY PROJECT-BASED LEARNING. HOLOS, 7, 26–37. https://doi.org/10.15628/holos.2018.7835

Edição

Seção

ARTIGOS

Artigos mais lidos pelo mesmo(s) autor(es)

Artigos Semelhantes

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 > >> 

Você também pode iniciar uma pesquisa avançada por similaridade para este artigo.