PHASES DIAGRAM: A SHARED LEARNING

Reference	Presenter	Authors (Institution)	Abstract
07-021	PRISCILA BRENTAN PRAXEDES	PRAXEDES, P.B.(Pontifica Universidade Católica);	A critical knowledge of engineers who will work with materials is the phase diagram. Through the diagram, it is possible to predict the microstructures, mechanical properties and the melting points of the ceramic materials. The great difficulty observed is the amount of specific terms referring to this content. In addition, the lack of knowledge of the nomenclature makes it impossible for the student to choose the best material for his project. The activity created was based on the Bloom taxonomy study. This activity aims to pass the student's knowledge from the lower cognitive level, which is the knowledge coming from the assisted classroom, to a more complex cognitive level. This more complex level of analysis would be through the critical evaluation of the work of other teams. The teams should build a phase diagram in the classroom and, in each diagram, should locate parameters previously presented to them in the previous class. After assembly, teams should exchange the diagram with another team and critically evaluate the other team's diagram. Results: During the development of group work it is very common to find students who say they do not know. These same students at the end of the activity not only understood but they participated of the activity making the material and presented it. The biggest difficulties presented by the students before were taken away because they used all the specific vocabulary during the presentation. Moreover, these vocabularies were learned by the teams during the discussion to recreate the phase diagram. Conclusion: There was total adhesion of the four engineering classes. At least one member of each team had previously sought to have more in-depth knowledge about the subject and ended up being the project leader. Although the presence of these leaders was clear, there was proof of the dissemination of knowledge, since everyone, without exception, had to answer questions about the material they were presenting.
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