Experience Based Learning Analogy for Self-Healing Porous Material

Boris Abersek, Metka Kordigel Aberšek, Andrej Flogie


In ancient Greece, knowledge was not neatly contained in distinct disciplines and leading scholars moved freely among different fields. The influence of reductionism, which began with Aristoteles and has continued ever since, created disciplines with precise boundaries. With such disciplinary approach, each field evolves independently as a specialized set of tools of analysis. The question arises: are these boundaries still necessary nowadays or must we look on the teaching/learning process more transdisciplinary? The human skeleton presents an unusual opportunity to teach science, technology, engineering and mathematical (STEM) skills and concepts. This research will show the interactions of the science of anatomy with methods of teaching science and engineering through mathematics and model of experience based learning (EBL) and analogies. Students can learn through basic skeletal anatomy (known concept) new concepts in mathematics, science and engineering. The skeletal system can be the basis for teaching interaction between natural parous material and the artificial one as: scale, growth charting, remodelling, ratios, proportions, geometric designs, strength, problem solving and measuring using the body parts as a standard. In this contribution will be shown and evaluate one of possible ways, how to applied transdisciplinary model of teaching STEM as an appropriate solution for study modern engineering materials as self-healing porous materials are. A research-based and experience based model for teaching with analogies will be described which provides guidelines for the use of analogies in science and engineering classrooms, textbooks, and web-based science instruction.

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