Aplicação da aprendizagem baseada em problemas (PBL) utilizando a manufatura aditiva no ensino da metrologia dimensional na engenharia

Abstract

The teaching of Metrology and Dimensional Evaluation, when predominantly based on the traditional model of expository classes, faces the challenge of translating technical standards and abstract statistical concepts into tangible practical competencies. Given this scenario, this work aimed to develop and validate an active teaching methodology, integrating Project-Based Learning (PBL) and Additive Manufacturing as didactic-experimental tools. The methodological proposal consisted of applying a cycle of practical activities where students performed the additive manufacturing and rigorous metrological validation of pre-selected engineering projects, such as slider-crank and Geneva drive mechanisms. The interventions addressed the practical application of fundamental contents, including random and systematic errors, correction and repeatability, calculation of standard and combined uncertainty, indirect measurements, quality control, and the system of limits and fits (ISO 286). The results obtained demonstrated that the materialization of projects acted as a determining cognitive facilitator: 91.7% of participants stated that contact with physical parts made the content more understandable. The effectiveness of the proposal was corroborated not only by statistical data but also by voluntary reports from students at the end of the cycle, confirming that the methodology allowed for the concretization of theoretical learning in a way superior to traditional methods. The approval of the proposal was ratified by 100% of the students, who recommended its continuity, evidencing that the integration between manufacturing and measurement promotes a systemic and engaging education.