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[EN] The application of project-based learning (PBL) in a course of statistics in the BSc. Degree in Aerospace Engineering at the Higher Technical School of Design Engineering at Universitat Politècnica de València has led to a significant and positive change in students¿ attitude towards learning and acquisition of statistical concepts. More specifically, PBL has provided the opportunity for students to overcome the limitations and preconceived barriers of classic learning methodologies and lectures, by applying statistical tools to improve the design of a cardboard glider. The PBL strategy is implemented by means of a long-term project that is carried out in teams ranging from three to four students. The project is closely supervised by the laboratory lecturers, who act as mentors to the students throughout the whole term. At the initial stage, all the teams are given the same initial design of a cardboard glider, and students apply descriptive statistics to characterize and describe the flight of the original design. Then, students are given a flight benchmark that they should improve with their final designs. By applying inference, regression, and design of experiment tools, students modify the original design to beat the benchmark. The results of a survey that has been conducted suggest that, through this methodology, students not only apply and experiment with the concepts that they learn, but their motivation, engagement, and interest in statistics is also increased.

[EN] The rapid spread of the SARSCoV-2 virus (COVID-19) in Spain caused a general lockdown of the population at home for 44 days. Due to this, lecturers had to design new learning strategies, adapted to the general lockdown, to deliver content and learning materials. The goal of this work is to describe and analyze the adaptation carried out in a teaching innovation project at the Statistics course at BSc. in Aerospace Engineering. The project involves students participating in project-based learning. The adaptation of the project-based learning activity aimed to tackle the obstacles and particularities of the lockdown period. A total of 118 students participated in the activities, with all of them positively evaluating the experience and adaptation carried out. 92.6% of the students considered that, after participating in the project, they improved their critical thinking and creativity. In addition, 88.8% suggested that their innovation skills improved. Overall, the students showed a high degree of engagement and motivation.

[EN] The rapid spread of the SARSCoV-2 virus (COVID-19) in Spain caused a general lockdown of the population at home for 44 days. Due to this, lecturers had to design new learning strategies, adapted to the general lockdown, to deliver content and learning materials. The goal of this work is to describe and analyze the adaptation carried out in a teaching innovation project at the Statistics course at BSc. in Aerospace Engineering. The project involves students participating in project-based learning. The adaptation of the project-based learning activity aimed to tackle the obstacles and particularities of the lockdown period. A total of 118 students participated in the activities, with all of them positively evaluating the experience and adaptation carried out. 92.6% of the students considered that, after participating in the project, they improved their critical thinking and creativity. In addition, 88.8% suggested that their innovation skills improved. Overall, the students showed a high degree of engagement and motivation.

[EN] The application of project-based learning (PBL) in a course of statistics in the BSc. Degree in Aerospace Engineering at the Higher Technical School of Design Engineering at Universitat Politècnica de València has led to a significant and positive change in students¿ attitude towards learning and acquisition of statistical concepts. More specifically, PBL has provided the opportunity for students to overcome the limitations and preconceived barriers of classic learning methodologies and lectures, by applying statistical tools to improve the design of a cardboard glider. The PBL strategy is implemented by means of a long-term project that is carried out in teams ranging from three to four students. The project is closely supervised by the laboratory lecturers, who act as mentors to the students throughout the whole term. At the initial stage, all the teams are given the same initial design of a cardboard glider, and students apply descriptive statistics to characterize and describe the flight of the original design. Then, students are given a flight benchmark that they should improve with their final designs. By applying inference, regression, and design of experiment tools, students modify the original design to beat the benchmark. The results of a survey that has been conducted suggest that, through this methodology, students not only apply and experiment with the concepts that they learn, but their motivation, engagement, and interest in statistics is also increased.

[EN] The rapid spread of the SARSCoV-2 virus (COVID-19) in Spain caused a general lockdown of the population at home for 44 days. Due to this, lecturers had to design new learning strategies, adapted to the general lockdown, to deliver content and learning materials. The goal of this work is to describe and analyze the adaptation carried out in a teaching innovation project at the Statistics course at BSc. in Aerospace Engineering. The project involves students participating in project-based learning. The adaptation of the project-based learning activity aimed to tackle the obstacles and particularities of the lockdown period. A total of 118 students participated in the activities, with all of them positively evaluating the experience and adaptation carried out. 92.6% of the students considered that, after participating in the project, they improved their critical thinking and creativity. In addition, 88.8% suggested that their innovation skills improved. Overall, the students showed a high degree of engagement and motivation.