| Budget Amount *help |
¥1,850,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥150,000)
Fiscal Year 2007: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2006: ¥200,000 (Direct Cost: ¥200,000)
Fiscal Year 2005: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 2004: ¥700,000 (Direct Cost: ¥700,000)
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| Research Abstract |
Students have failure experiences in the project-based learning but they do not profess their experiences. On the other hand, failures and accidents, in the industrial world, are analyzed frequently, and a knowledge data base on failure and QC activities have been introduced. To turn failure experience in education to advantage, the authors survey the properties of failures in project based learning and views of students, teachers and managers of design divisions in companies. Teachers and students regard failure experiences as instructive and acceptable. The typical causes of failure in educational institutions are luck of skill in manufacturing and inadequate planning, which are minor causes of failure in the industry. To establish a knowledge data base on failure in educational institutions, properties of failure in education should be taken into account.
Examples of failure in engineering fields are introduced as educational tools, as students show interest in failure in general. After being presented with examples of failure, students were surveyed on their interest and understanding of failure by questionnaire.
In some cases, students given examples of failure are more interested in causality, whereas teachers are often more interested in process, and vice versa. This resulted in a mismatch of comprehension between the teacher and students. Case studies in failure can be approached from many points of view including causes, processes, effects and measures for safety. On one hand teachers should emphasize the notable point from multiple aspects in the failure example, in introducing examples of specific topics in machine design. On the other hand teachers should explain multiple aspects in the failure example, to educate students about the complexity of actual accidents.
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