Application of the joint theoretical-applicable strategy to improve the learning of the finite elements method in undergraduate and postgraduate students

Abstract

Predicting the exact behavior of elements under stress has been and continues to be a matter of study in various professional branches, with the finite element method (FEM) being an alternative solution to this premise over a long period of time. However, in contrast to its relevance, this methodology presents some flaws in its learning, which often creates a false complexity of application in students willing to understand this methodology. Due to the complexity presented by the theoretical-applicative learning of the MEF, the present research aims to provide a learning strategy that is easy to understand, directly relating the theoretical and applicative part of the method. An investigation was carried out on various publications of prominent authors in the methodology, compiling their various forms of teaching. From this research, the possible elements that may hinder the learning of the MEF in pre-professional students were established. Taking into account the difficulties, the bases of the method and the tools for a joint theoretical-applicative relationship, a teaching strategy that was easy for the student to understand was established. The tests applied to the joint theoretical-applicative methodology show a greater acceptance of it in the students, additionally they showed a greater learning difficulty in the theoretical part compared to the applicative part. The approach typically given to the application teaching of the MEF, shows to have a complexity and difficulty in its understanding. In countermeasure to this, the learning strategy presented turns out to be an alternative solution with positive results regarding a greater understanding for the student.