Project–based learning in engineering higher education: two decades of teaching competences in real environments

Ríos, Ignacio de los; Cazorla, Adolfo; Díaz-Puente, José M.; Yagüe, José Luis Fuentes

doi:10.1016/j.sbspro.2010.03.202

Cited by 195 publications

(91 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students' perceptions implied that the project-based learning environment encouraged the promotion of self-directed learning, as the students showed their readiness to take responsibility for their own learning and to investigate sources of knowledge not taught in the classroom. This finding is in agreement with a survey of project-based engineering education reporting that the development and learning of engineering theory and practical skills could not be taught in a classroom-based curriculum 29) . Previous studies suggested that students undergoing a project-based learning experience have a tendency to develop greater understanding of a subject, higher level reading and increased motivation 6,20,23) .…”

Section: Discussionsupporting

confidence: 90%

“…In addition, skills such as cooperation and teamwork can be developed through project-based learning which cannot always be developed by students in a traditional classroom environment 21,27,28) . Briefly, the model allows students to apply their ideas while engaging in real-world activities through investigating questions, hypotheses, discussion and developing solutions 12,29) . The purpose of this study was to examine the appropriateness of integrating project-based learning experience as an instructional tool in an undergraduate-level occupational health apprenticeship course.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Incorporation of Project‐based Learning into an Occupational Health Course

Dehdashti

Mehralizadeh

Kashani

2013

Journal of Occupational Health

View full text Add to dashboard Cite

Incorporation of Project‐based Learning into an Occupational Health Course: Alireza DEHDASHTI, et al. Occupational Health Department, Faculty of Health, Research Center for Social Determinants of Health, Semnan University of Medical Sciences, Iran— Objective Use of an appropriate teaching approach is a major concern for faculty members who are involved in occupational health and safety academic education. The challenge is to explore teaching tools to equip students with knowledge and skills to prepare them for their practices, in which they will encounter occupational health and safety issues in various occupational settings. The current study presents the design and implementation of a team project‐based learning approach for undergraduate occupational health students to examine the appropriateness and perceptions of students and educators with regard to such a learning experience. Methodology: Steps were taken to guide the educators and students through the learning process based on projects completed in teams. The research tools for collecting data were a questionnaire and semi‐structured interviews with participants. Results The results illustrated that use of the proposed teaching approach as part of occupational health education may have the potential to motivate and enhance the active roles of educators and students in the learning process, and improve students' technical and social skills that are crucial for practice in the occupational health field. Conclusions The study findings showed that project‐based learning may provide a promising teaching strategy in the education and training of occupational health students. In addition, academic institutions should encourage educators to plan, introduce and evaluate the effectiveness of project‐based learning.

show abstract

Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 99%

Incorporation of Project‐based Learning into an Occupational Health Course

Dehdashti

Mehralizadeh

Kashani

2013

Journal of Occupational Health

View full text Add to dashboard Cite

show abstract

Section: Problem-based Learningmentioning

confidence: 99%

“…In this approach, the student transitions from a passive role, in which he or she receives knowledge, to a more active stance. This serves to anticipate future employment experience, by associating classroom theory to authentic professional practices (Ríos et al, 2010).In the PBL approach, students develop their knowledge through active learning, interactions with the external environment, and independent or collaborative teamwork, with the accompanying guidance of the course's faculty (Taajamaa et al, 2013). According to these authors, in this approach students are not merely passive recipients of knowledge.…”

mentioning

confidence: 99%

A Project Based Learning approach for Production Planning and Control: analysis of 45 projects developed by students

Barbalho

Reis

Bitencourt

et al. 2017

Prod.

View full text Add to dashboard Cite

The project-based learning (PBL) approach has been a part of the University of Brasilia's programme from the inception of its Industrial Engineering syllabus. Production Systems Project 4 course is one among eight courses that drive the utilization of PBL approach at the curriculum, the subject of this study, in which we present a set of analyses of the projects developed between 2013 and 2016. The projects involved real-world problems, related to public and private sector enterprises in Brazil's Federal District. The conducted analyses aimed to identify the organizations' profiles and the PPC (Production Planning and Control) techniques which were used to achieve project objectives. Therefore, statistical analyses were performed, such as Correlation Analysis, Cluster Analysis, as well as qualitative documental analysis. The results of this study indicate the profile of external partners that have the highest probability of achieving satisfactory results, as well as the main planning elements which impact the final grades of the projects. KeywordsActive learning. Case study. Production engineering. Production, planning and control. of knowledge, internalized along the course, and before the program's conclusion. It is seen as essential that engineers develop not only purely technical proficiencies, but also interdisciplinary skills such as cooperation and project management (Taajamaa et al., 2013). In this sense, problem-based learning and project-based learning, both commonly called as PBL, have been widely applied as a teaching and learning strategy (Bassily et al., 2007;Kadlowec et al., 2007;Ras et al., 2007;Gillette et al., 2014;Lin et al., 2014;Jeon et al., 2014; De los Ríos-Carmenado et al., 2015).In order to improve students' knowledge retention, and better relate theory to practice by adopting a methodology that is focused on the students themselves, beginning in 2009 the University of Brasilia (UnB) has implemented an innovative undergraduate program in Industrial Engineering (Prince & Felder, 2006;Lima et al., 2012;Zindel et al., 2012). Based on the PBL approach, the course aims to foster graduate students' abilities to handle real world problems through the development of specific projects that encourage a systemic and professional interaction with several different environments.According to Zindel et al. (2012), the proposed approach promotes students' learning by means of assisting an external third party with their internal improvement projects. External partners, as pubic or private companies, will typically propose problems that are handled by course students in a group setting. These real-world case studies are developed through a project-based approach, where planning and execution are graded separately, in order to verify the undergraduates' capacity to apply technical knowledge on these authentic situations. In this context, this paper's goal is to present the results of the PBL approach in one specific course, termed Production Systems Project 4 (PSP4). This course is taught in the ...

show abstract

“…According to Ríos et al (2010), current theory suggests that the skills learned by students through the PBL …”

Section: Introductionmentioning

confidence: 99%

A Project-based Learning curricular approach in a Production Engineering Program

Monteiro

Reis

Silva

et al. 2017

Prod.

View full text Add to dashboard Cite

The Industrial Engineering undergraduate program offered at the University of Brasília was structured on Project Based Learning (PBL) methodology. This innovative educational proposal allows the students to deploy their technical competencies through real problem solving situations. The methodology also stimulates the development of the students' soft skills, by exposing them to a challenging environment. At the end of each project, the results are presented to an external agent, and are subsequently implemented. The objective of this paper is to present the evolution of the PSP courses, which adopt as guidelines both the PMBOK project management framework, as well as content from specific technical courses related to the project's subject. One other relevant aspect of the PSP courses is their involvement of both undergraduate and graduate students from different Engineering areas, such as Industrial, Mechanical and Civil Engineering, which serves to foster a more holistic and integrated problem-solving skillset. KeywordsEngineering education. Industrial engineering. Production System Project (PSP). approach are intrinsically linked to the acquisition of knowledge that can be applied in a professional environment, in improving existing skills, and for problem solving as a whole.Project Based Learning utilizes continuous questioning as a teaching and learning technique. This particular strategy has been adopted by the University of Brasilia (UnB) in its Industrial Engineering course. The use of this approach encourages the student to seek knowledge by proposing solutions to real problems, introduced by external agents. The student becomes the subject of the learning process, as his or her learning depends on the constant search for new knowledge, technologies, methods, techniques and tools that can be used in carrying out activities that will permit them to arrive at feasible solutions.The PBL approach provides the student with a deeper understanding of the studied content, as it puts into practice the theoretical concepts and strategies for problem solving. At the same time, it fosters the development of multidisciplinary capabilities related to communication, leadership, management, and the development of a reasoned critical thinking (Witt et al., 2006;De los Ríos-Carmenado et al., 2015;Miranda, 2004). According to Barell (2007), there is an effective increase in students' performance, due to both the greater retention of information available, and to the motivation and interest that is fostered by resolving real-life issues.

show abstract

Project–based learning in engineering higher education: two decades of teaching competences in real environments

Cited by 195 publications

References 8 publications

Incorporation of Project‐based Learning into an Occupational Health Course

Incorporation of Project‐based Learning into an Occupational Health Course

A Project Based Learning approach for Production Planning and Control: analysis of 45 projects developed by students

A Project-based Learning curricular approach in a Production Engineering Program

Contact Info

Product

Resources

About