Formative Assessment and Cooperative Work (FACW) is a teaching methodology that
promotes student learning based on peer support, both in solving problems and identifying the
mistakes made through feedback. The perceptions of 49 mechanical engineering students at the
University of Burgos are analyzed in this article with regard to their first practical experience of
FACW methodology in a technical subject, characterized by a highly complex content and a strong
link between theoretical and practical concepts. The responses of the students to two blocks of
open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that
the students raised in relation to FACW could therefore be studied, such as their points of view
towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the
optimum teaching modality. The results showed that, although the students expressed favorable
opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal
learning, revealing a clear dependence on formal classroom presentations for the explanation of
theoretical concepts. Students considered that theoretical concepts could not be autonomously
acquired. Therefore, the application of the FACW teaching methodology to these courses could be
especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers
with the right knowledge and skills today for tomorrow’s world.
