Volume 47, N. 2

Special Issue: Geo-education (Invited Editor: K.V. Bicalho), April-June, 2024

Methodological teaching-learning experiments applied to Geotechnical Engineering


Volume 47, N. 2, Special Issue: Geo-education (Invited Editor: K.V. Bicalho), April-June, 2024 | DOWNLOAD PDF (159 downloads)


The use of problem-based and project-based learning is beneficial. The teaching-learning process requires the development of a critical, objective, and rational mind. This paper analyzes methodological experiments from the teaching-learning process carried out in the geotechnical area of the civil engineering program at three universities in the state of Pernambuco, Brazil, for more than 40 years. Three integrated experiments are presented. In the first experiment, undergraduate students in geotechnical engineering courses interacted with companies operating in the area, conducting laboratory and field tests and geotechnical instrumentation. The second experiment integrated students and teachers from different areas of the civil engineering program around a multidisciplinary project, while the third brought together undergraduate and graduate (master and doctoral) student research activities into a single project that extends from the development and construction of geotechnical equipment and applications of new soil improvement techniques to land use planning and occupation. )This study demonstrated the use of positive teaching-learning experiences carried out in the teaching of geotechnical engineering in the development of civil engineers who have technical skills and professional competences. It contributed to the advancement of knowledge in the development of new equipment, soil improvement, testing techniques and in the use, planning and occupation of soils. The interaction between the university, society and government institutions in problem solving also contributed.

Keywords: Soil mechanics, Educational practices, Teamwork, Research planning, Equipment development, Innovation,

Submitted on May 04, 2023.
Final Acceptance on October 11, 2023.
Discussion open until August 31, 2024.
DOI: 10.28927/SR.2024.004523