Problem- and Project-Based Learning in Engineering: A Focus on Electrical Vehicles

Gonzalez-Rubio, R.; Khoumsi, Ahmed; Dubois, Maxime R.; Trovão, João P.

doi:10.1109/vppc.2016.7791756

Cited by 17 publications

(15 citation statements)

References 2 publications

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confidence: 86%

“…The impact of the project-based learning approach on the thinking of undergraduate students, their ability to solve problems, and successful implementation of the suggested solutions, etc., were reported by Chamberlain and Mendoza recently [17]. Another example of the successful implementation of the PBL approach is the reported development of electrical vehicles by students of the electrical engineering department [18].This paper discusses how the project-based learning approach is applied in chemical engineering education through a case study of a project given to the final semester students of a baccalaureate degree program in chemical engineering at a technical institution in Saudi Arabia. The project theme was to design a plant for recycling post-consumer polyethylene terephthalate (PET) bottles to PET granules with a proposed daily capacity of 1 ton.…”

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A Project Based Learning (PBL) Approach Involving PET Recycling in Chemical Engineering Education

2019

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The recycling of waste plastics is considered as one of the strategies to tackle the issue of environmental pollution caused by commodity plastics all over the world. Recently, many universities have incorporated topics related to recycling and plastics waste management into their curricula at different levels to increase awareness as well as to develop new recycling technologies. In this study, one of the most important waste recycling problems is given as the project for the undergraduate students of chemical engineering to analyze the effectiveness of the project-based learning (PBL) approach in the school curriculum. A team of students was assigned with the task of recycling post-consumer polyethylene terephthalate (PET) bottles through an experimental and design approach. From the experimental data, students designed a recycling plant with a proposed capacity to produce 1 ton of recycled granules per day through the project-based learning approach. Evaluation of the project was carried out at various stages and it was found that the students acquired the required skills and applied them effectively. The outcomes of the present study clearly establish that the problems which have societal impacts, such as waste management, environmental pollution, etc., can be effectively communicated to the student community through the PBL approach, which can lead to increased motivation and enhanced critical thinking abilities.Recycling 2019, 4, 10 2 of 16 working, and effective communication [1]. This learning strategy helps to engage a group of students and helps them to learn how to learn.There are many learning styles, especially for engineering students. The conventional method of reading from textbooks and memorizing information will not help the students to achieve the required skill sets for an engineering career. Across the world, many new strategies were thought developed, and case studies and active learning were suggested as alternative learning strategies. The case study method was adopted basically in the social sciences and life sciences as it progresses through surveys among the stakeholders [2]. The conclusions are derived from the analysis of the various surveys and customers. However, it has a serious drawback, as the design is rigid, and the questions cannot be changed once the case is framed. Therefore, the actual results may not reflect the ground reality after the duration of the survey [3].The active learning strategy involves students more directly in the learning process, as opposed to the conventional methods. English scholar R. W. Revans introduced the term active learning for the first time and described it as follows: "In active learning, students participate in the process, and students participate when they are doing something besides passively listening" [4].There were many definitions of active learning. In short, active learning engages students by having them doing things related to learning and thinking about what they are doing while they are doing it [5]. Project-based learning is a w...

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A Project Based Learning (PBL) Approach Involving PET Recycling in Chemical Engineering Education

2019

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“…The engineering learning value of design competitions have been emphasized in several other studies. Such values includes, among others, integrating theories from different courses into applicable development, computer aided design, practical experience, industry-like authentic experience, interdisciplinary engineering experience [10][11][12][13][49][50][51][52]. The educational benefits in engineering learning of design competitions can be understood from the perspective of learner-centric, experiential, project-based, and constructivist pedagogy theories [53][54][55][56][57][58].…”

Section: Discussion and Limitationsmentioning

confidence: 99%

“…In other cases, the complex design experience and competitions were utilized as a framework for integrating engineering learning from freshman to senior years in engineering schools, enhance engineering learning, and/or platform for project based learning [10][11][12][13]. Automotive EDCs promote learning and mastery of limitless set of technical and engineering concepts and approaches mastery, such as: computational fluid dynamics, control design, solar engineering, chassis design, combustion, computer aided design and simulation, prototyping, testing, materials engineering, thermodynamics, systems engineering, modelling, fuel efficiency, optimization, aerodynamics, embedded systems, mechanics, manufacturing, numerical analysis, safety engineering, sensing and actuating, computer aided analysis, reliability engineering, etc.…”

Section: Engineering Education Impact Of Engineering Design Competitimentioning

confidence: 99%

The Role of Engineering Design in Technological and 21st Century Competencies Capacity Building: Comparative Case Study in the Middle East, Asia, and Europe

Abdulwahed

Hasna

2017

Sustainability

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Engineering design is considered an effective means for developing engineering technical skills. Normally, engineering design is conducted in teams and is a collaborative open-ended approach under constraints. This nature of engineering design involves engagement of several interpersonal, cognitive, and management skills or competencies such as teamwork, communications, decision making, problem solving, etc. While modern engineers are supposed to be technically competent, they need to posses a wide set of interpersonal, cognitive, and management competencies to function effectively in the workplace. Increasingly there has been more deployment of engineering design competitions (EDCs) in engineering education to address some gaps in current curricula system. In this study, the impact of a complex engineering design competition on developing 21st century competencies of engineering and technology talent is investigated. A mix of quantitative and qualitative methods in the approach to self-reporting perceptions were utilized. Data was collected through interviews from students and faculty, and through surveys from students. Triangulating quantitative and qualitative data from students and faculty indicate that the investigated EDC have positive impact on a large set of 21st century engineering and technology competencies, this has been consistent across groups of students from the EU, Middle East, and Asia, as well as across genders. This is one of the few available investigations that sheds light in further depth on the impact of engineering design on non-technical skills.

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“…Pembelajaran berbasis masalah (PBL) didasarkan atas teori psikologi kognitif, terutama berlandaskan teori Piaget dan Vigotsky (konstruksivisme) [32]. Menurut konstruksivisme, siswa belajar mengkonstruksi pengetahuannya melalui interaksi dengan lingkungannya [33]. PBL merupakan model pembelajaran yang menantang siswa untuk "belajar bagaimana belajar", bekerja secara berkelompok untuk mencari solusi dari permasalahan dunia nyata.…”

Section: Metode Problem Based Learningunclassified

Meta Analisis Pengaruh Problem Based Learning dan Virtual Laboratory Terhadap Hasil Belajar Siswa

Puyada

Putra

2018

INVOTEK

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A meta-analysis was conducted to synthesize existing studies comparing the effects of Problem Based Learning and virtual laboratory versus traditional instructional media on student learning outcomes. Sixty-three studies were placed in this meta-analysis, and the results showed that Problem Based Learning and virtual laboratory learning media were more effective than instructional methods. The results of this study indicate that Problem Based Learning and virtual laboratory learning media clearly have a more positive effect on student learning than instructional methods. Keywords : Virtual Laboratory, Students Achievement, Problem Based Learning

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Problem- and Project-Based Learning in Engineering: A Focus on Electrical Vehicles

Cited by 17 publications

References 2 publications

A Project Based Learning (PBL) Approach Involving PET Recycling in Chemical Engineering Education

A Project Based Learning (PBL) Approach Involving PET Recycling in Chemical Engineering Education

The Role of Engineering Design in Technological and 21st Century Competencies Capacity Building: Comparative Case Study in the Middle East, Asia, and Europe

Meta Analisis Pengaruh Problem Based Learning dan Virtual Laboratory Terhadap Hasil Belajar Siswa

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