Implementation of an experimental model for teaching prestressed concrete structures

Abstract

This study presents the implementation of an experimental model for teaching the design of prestressed concrete structures, using Lab-Based Learning (LBL) method. The research aimed to develop an accessible, cost-effective practice for basic civil engineering laboratories, enabling students to observe the effects of prestress cables on concrete beams. The practical activity involved constructing a tabletop experiment with low-density polystyrene beams, where students analyzed and compared a non-prestressed specimen with a prestressed counterpart. Key performance metrics such as maximum strength, stiffness, and ductility were measured. The methodology’s effectiveness was assessed using pre- and post-activity student surveys, which demonstrated increased interest in the subject matter, improved identification of critical variables, and enhanced technical comprehension of the structural behavior of prestressed beams. Findings indicated a significant positive impact on student learning, as evidenced by their more accurate use of technical terminology and improved structural design capabilities. The practice was well-received, affirming the value of experimental teaching models, though areas for refinement were identified, including measurement precision and time allocated for result analysis. This study underscores the efficacy of LBL as a pedagogical tool for teaching prefabricated concrete systems, laying the groundwork for future adaptations and broader implementation in structural engineering education.