Implementing the Project-Based Learning Approach in an Academic Engineering Course View Full Text


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Article Info

DATE

2003-10

AUTHORS

Moti Frank, Ilana Lavy, David Elata

ABSTRACT

This paper presents perceptions and attitudes of freshmen students that have participated in an introductory Project-Based Learning (PBL) course in engineering. The course, `A creative introduction to mechanical engineering', was developed and is taught in the Faculty of Mechanical Engineering at the Technion. In this course, teams of students carry out mini-projects that require the design and construction of devices that perform pre-defined tasks. The qualitative paradigm was found to be suitable for studying the process undergone by the students, mainly because the study focused on the human aspect — the students' emotions, thoughts, behavior, and difficulties. Data was collected by means of semi-structured interviews with the students, the teacher, and the teaching-assistant, by observations in the classroom, and by analyzing students' reports. The paper presents the students' perceptions of: the aim of the course; the instructor's role in a PBL environment; characteristics of PBL course; advantages of the PBL from the students' point of view; PBL as a learning environment for future engineers, and implications of learning in teams. More... »

PAGES

273-288

References to SciGraph publications

  • 2002-10. Fostering Systematic Innovative Thinking and Problem Solving: Lessons Education Can Learn From Industry in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 1998-10. Problem Solving in Real-Life Contexts: An Alternative for Design in Technology Education in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2002-01. The Place of Authenticity in Technology in the New Zealand Curriculum in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 1990-03. Considering the role of invitations to inquiry in scienceteaching and in teacher education in JOURNAL OF SCIENCE TEACHER EDUCATION
  • 1997-01. Reconstructionism in Technology Education in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1023/a:1026192113732

    DOI

    http://dx.doi.org/10.1023/a:1026192113732

    DIMENSIONS

    https://app.dimensions.ai/details/publication/pub.1030455150


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