Problem-Based, Cooperative Learning in the Engineering Classroom

Johnson, Peggy A.

doi:10.1061/(asce)1052-3928(1999)125:1(8)

Cited by 142 publications

(104 citation statements)

References 5 publications

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“…They urged that "Effective methods need to be employed to discourage students from reaching out for quick equations to plug and chug in" (2008, p. 22). Similarly, Johnson (1999) reported that students in a PBL version of a hydraulic engineering course sought "homework problems to improve their understanding of fundamental calculations and help them prepare for exams" (p. 10), even though the students also complained about the added workload of PBL.…”

Section: Pbl Implementations In Engineering Disciplinesmentioning

confidence: 99%

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

Henry¹,

Tawfik²,

Jonassen³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

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This qualitative case study examines the initial implementation of a problem-based version of an undergraduate course in materials science for the purpose of identifying areas of improvement to the curriculum prior to a planned second implementation. The course was designed around problems that students work in small teams to solve under the guidance of facilitators, with early sequence problems designed to foster the problem-solving skills required to succeed in the course. This report describes students' impressions of and experiences in the course as they worked to solve the final problem at the end of the semester and compares those impressions, where applicable, to impressions gathered after they had completed the first problem near the beginning of the semester. Using grounded theory techniques to analyze the data, six central themes emerged from the implementation: course structure, facilitation roles, student roles, group processes, coconstruction, and resources. Implications for practice and potential instructional design solutions that may aid in future implementations are discussed.

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Section: Pbl Implementations In Engineering Disciplinesmentioning

confidence: 99%

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

Henry¹,

Tawfik²,

Jonassen³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

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show abstract

“…When problems are relevant and genuine (not artificially put together, which once again is common practice in the training of engineering students the world over), the levels of comprehension and skill development achieved are a lot higher than what is achieved under traditional instruction [3], in fact some researchers go as far as stating that traditional education methods are not only counterproductive but noticeably hinder natural problem-solving skills, as students are spoon-fed information of how to solve problems rather than been given real problem-solving opportunities [4] [5]. Although artificially conceived, working as part of a group of consultants, they have to continuously switch between working independently and collectively as professionals do all the time.…”

Section: Students: Engagement = Motivationmentioning

confidence: 99%

PBL for Doctoral Students in Collaboration with SMEs: “Thinking like a Professional Engineer”

Kapranos¹

2015

JSS

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The recent global economic downturn brought sharply into focus the need for engineers that excel not only technically and academically but also having a multiplicity of transferable skills, flexibility of mind and resilience. Considerable effort has been focused in UK and internationally on the development of doctoral students with such mind-sets and skills. At the Universities of Sheffield & Manchester, the teaching of transferrable skills in the Doctoral Training Centre for Advanced Metallics is done in the form of a Diploma in Personal & Professional Skills and such skills are embedded in the students' consciousness by practice. The development of Problem Based Learning experience through a two week long exercise where groups of students tackle "real-life" problems at an SME has been organized and successfully taken place over the past two years and students, staff and industrial partners have all felt the benefits. This work shows the multiplying effect that the SME case studies have on student skill and attitude development and as a result their employability. Colleagues will see how the use of "real-life" problem solving can be used to focus and sharpen the students' use of transferrable skills that have been taught in other parts of a structured course. The reality of the situation faced, the tight time limits afforded, the responsibility to function and deliver as part of a group of "professional" consultants act as multipliers of the skills employed towards generating and proposing solutions. Students see in practice what transferrable skills mean to them and of course employers are suitably impressed when they see skills they seek from graduates being used to the full.

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“…Concept and Features of Cooperative Learning According to Johnson, Johnson & Holubec (2001), cooperative learning is a way of teaching that uses a small group to maximize each other's learning. This small group facilitates learning but sometimes distracts learning and creates disharmony and complaints in the classroom and can be divided into pseudo learning group, traditional learning group and cooperative learning group.…”

Section: Cooperative Learningmentioning

confidence: 99%

A Study on Jigsaw Model Application in Teaching and Learning Mathematics

Yoo¹,

Son²

2015

Research in Mathematical Education

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The current study investigated meaning of Jigsaw model application in teaching and learning mathematics based on the literature research and analysis of Jigsaw models. Through related literature, properties of the tasks of the expert sheets in mathematics are examined. Then the advantages of the application of Jigsaw in mathematics are discussed in terms of the realizing mathematical connections and promoting positive affective outcomes of Korean students in mathematics.

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Problem-Based, Cooperative Learning in the Engineering Classroom

Cited by 142 publications

References 5 publications

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

PBL for Doctoral Students in Collaboration with SMEs: “Thinking like a Professional Engineer”

A Study on Jigsaw Model Application in Teaching and Learning Mathematics

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