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The Suitability of Problem-based Learning for Engineering Education: Theory and practice
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In this article, the authors describe the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education, and analyze the suitability of PBL as an innovation in engineering education, given the characteristics of this particular domain.Abstract:
This article describes the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education. PBL has been implemented as an overall strategy for several programmes at Maastricht University, for example medicine. The suitability of PBL as an innovation in engineering education is analysed, given the characteristics of this particular domain. Project work and guided small group work also present themselves as alternatives for conventional engineering education. PBL has been implemented as a partial strategy for Mechanical Engineering and Biomedical Engineering at Technische Universiteit Eindhoven. The differences between the medical and the engineering implementation are analysed. PBL offers good prospects in the first few years of a programme, especially if group work tutorials and some directive teaching are added. In later phases project work offers a strong alternative. The conclusion is that PBL has certain limitations, which make it less suitable as an overall strat...read more
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Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases
TL;DR: This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-basedLearning, case-based teaching, discovery learning, and just-in-time teaching, and defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness.
Journal ArticleDOI
Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases
TL;DR: Several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based Learning, case-based teaching, discovery learning, and just-in-time teaching, are reviewed in this paper.
Engineering Education, Is Problem-Based or Project-Based Learning the Answer
TL;DR: Nathan Scott et al. as discussed by the authors presented a study of the role of the locked bag lock bag for Mechanical and Materials Engineering at the University of Western Australia (UWS) in Australia.
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All Problems are not Equal: Implications for Problem-Based Learning
David H. Jonassen,Woei Hung +1 more
TL;DR: A model for evaluating problem diffi culty is articulated, including breadth of knowledge, attainment level, intricacy of procedures, relational complexity, and problem structuredness including intransparency, heterogeneity of interpretations, interdisciplinarity, dynamicity, or competing alternatives.
Journal ArticleDOI
Theory to reality: a few issues in implementing problem-based learning
TL;DR: This paper attempts to describe what research evidence is needed to fill in missing information about problem-based learning (PBL) and obtain a more accurate picture of PBL as an instructional method and its effects on students’ learning.
References
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Journal ArticleDOI
Accommodation of a scientific conception: Toward a theory of conceptual change
TL;DR: In this paper, a general model of conceptual change is proposed, which is largely derived from current philosophy of science, but which they believe can illuminate * This model is partly based on a paper entitled "Learning Special Relativity: A Study of Intellectual Problems Faced by College Students,” presented at the International Conference Celebrating the 100th Anniversary of Albert Einstein, November 8-10, 1979 at Hofstra University.
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Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis:
TL;DR: In this paper, the results of a meta-analysis that integrates research on undergraduate science, mathematics, engineering, and technology (SMET) education since 1980 are presented. But the results in this paper are limited to SMET courses and programs.
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Foundations of problem-based learning: Some explanatory notes
TL;DR: It is argued that problem‐based learning, above all, promotes the activation of prior knowledge and its elaboration and that the processing of new information is indeed facilitated by discussion of a relevant problem.