Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

Servant-Miklos, Virginie; Kolmos, Anette

doi:10.1002/jee.20478

Cited by 18 publications

(9 citation statements)

References 58 publications

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“…The contribution of combining PjBL with SEEM for the development of competencies necessary for the roles of managements and engineers was assessed from the student’s perspective. Studies addressing this perspective are scarce in the fields of management and engineering, as emphasized by de Mello and Cavalcanti (2020) and Servant‐Miklos and Kolmos (2022). It was found that, in the students’ view, PjBL combined with SEEM contributed to the development of their ability to work in groups and coordinate information, stimulate creativity and innovation, have a systemic view and learn autonomously and lifelong.…”

Section: Discussionmentioning

confidence: 99%

“…In the field of engineering, it is noted by Servant‐Miklos and Kolmos (2022) that although PBL and PjBL are widely used in engineering courses and there is considerable literature on their application and benefits, there is a lack of exploration regarding students’ experiences and perceptions of these learning strategies. The same scarcity is highlighted by de Mello and Cavalcanti (2020) related to management courses.…”

Section: Introductionmentioning

confidence: 99%

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Project-based learning through the lens of SEEM: enhancing implementation in the Brazilian context

Rieg,

Maclennan,

Scramim

et al. 2024

JIEB

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Purpose This study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM). The study demonstrates that combining PjBL with a methodological approach provides a step-by-step procedure that facilitates the practical application of PjBL and preserves the development of competencies inherent to PjBL. Design/methodology/approach Action research methodology was used to assess the effectiveness of combining PjBL learning strategy with SEEM. Data was collected through observations, questionnaires and focus group discussions to evaluate students’ expectations and perceptions of this combination. Findings The results show that PjBL implementation combined with SEEM enabled the organization of class dynamics, helping to mitigate difficulties encountered in the application of PjBL. Students conveyed that the integration of PjBL with SEEM afforded them a guiding structure without compromising their autonomy in decision-making for proposed solutions. It proved efficacious in honing skills pertinent to service design and analysis, teamwork, solution formulation, creativity and innovation stimulation. Research limitations/implications This research has been limited to four classes in one university in Brazil. Besides, PjBL was combined with only one methodology (SEEM). Therefore, this needs to be tested in broader settings and contexts. Practical implications The article highlights the potential benefits of PjBL in bridging the gap between academia and the professional world while acknowledging the challenges involved in its implementation, combining PjBL with a methodology that provides a sequence of steps to be followed. Social implications The social implications of implementing PjBL in higher education in the Brazilian and international contexts are multifaceted. The adoption of PjBL encourages instructors to adapt their learning strategies and align them with the evolving needs of worldwide society. Through PjBL, Brazilian and international higher education institutions may contribute to the development of individuals who are not only knowledgeable but also capable of applying their knowledge effectively in practical situations around the world. Originality/value The theoretical contribution lies in suggesting that combining PjBL with a methodology that provides a sequence of steps to be followed (such as that exemplified through SEEM) can address intrinsic issues that consider the complexity of PjBL implementation, preserving the development of competencies inherent to PjBL.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Project-based learning through the lens of SEEM: enhancing implementation in the Brazilian context

Rieg,

Maclennan,

Scramim

et al. 2024

JIEB

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“…The value of reflection in these conceptions is purely performance-based, in the sense that its function is to improve student performance measured in quantifiable results and course grades. Servant-Miklos and Kolmos (2022) identified the negative impact of focusing exclusively on cognitive reflection in PPL students. They found that when personal motives, social dynamics and societal factors are excluded from reflection practices, students can develop unproductive conceptions of problem-oriented work.…”

Section: Cognitive Reflectionmentioning

confidence: 99%

“Sweet Spot” for Reflection in Problem-oriented Education

Duchi

Servant-Miklos

Kooij

et al. 2023

JPBLHE

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This paper examines the impact of a structured, multi-dimensional reflection track of a 16-week pilot programme in experimental pedagogics (XP) in The Netherlands. XP is an elective undergraduate programme in which students investigate socially relevant educational problems in local communities and design educational interventions to address these issues through problem-oriented project work (PPL). To accompany the learning journey, students follow a reflection track structured with workshops, learning diaries, and articulated learning essays, that covers cognitive, phenomenological, relational, social and global dimensions of reflection. The design of the track was informed by an interdisciplinary reflection framework combining inputs from cognitive and critical paradigms. To evaluate and improve the impact of this novel approach to reflection in problem-oriented education, the authors undertook an Education Action Research (EAR) process with the 17 participating students. The evaluation phase of the EAR was conducted using a phenomenographic design to draw out qualitative variations in conceptions of reflection among students who participated in the pilot. Focusing on variations of conceptions allowed the teachers-as-action-researchers to gain a fine-grained understanding of reflection within the XP problem-oriented setting. The findings reveal an outcome space comprising seven increasingly complex reflection categories. A phenomenographic analysis of the categories led us to conclude that there exists a reflection “sweet spot” inside which there is growth in reflection breadth and depth. Outside the sweet spot, students either do not reflect at all, or become so entangled in reflection that an infinite reflection regress appears to derail learning. We conclude by discussing the contributions of these findings to strengthening critical, socially relevant reflection in problem-oriented project work in the context of current global crises, focusing on the role of supervisors in fostering productive reflection.

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“…A longitudinal qualitative research might usefully provide insights into the entanglements between student learning trajectories, PBL and sustainability issues. Our study therefore looks at the period in which undergraduate students acclimatise to PBL throughout the first three semesters, a period during which they develop core PBL competences, including sustainability competences (see Methodology section; Servant-Miklos & Kolmos, 2022). We will address the following research questions:…”

Section: Introductionmentioning

confidence: 99%

“…Structure and contents of student projects from P0 to P3 (adapted fromServant-Miklos & Kolmos, 2022).…”

mentioning

confidence: 99%

Sustainability Matters

Servant-Miklos

Holgaard

Kolmos

2023

JPBLHE

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The purpose of this study was to identify patterns of change in students’ awareness of, interest in and engagement with sustainability issues during the process of acclimatisation to their PBL engineering studies, and to look for differences between engineering disciplines with respect to these aspects. This study used a longitudinal qualitative approach with a theory-led thematic analysis. There were 16 participants in total, interviewed at 3 intervals during a period of 18 months at a faculty of engineering in Denmark. The authors found a pattern of increase in sustainability awareness, interest, and engagement throughout the three semesters of the study. Some differences between engineering disciplines were visible, especially between sustainability-oriented engineering and the others. Most students who increased their sustainability awareness and interest were also likely to engage further with the topic. That engagement built up from individual engagement, to professional engagement and for some, into institutional and public sphere engagement. The findings are timely given the pressure faced by engineering education to incorporate sustainability issues. It provides avenues for educating engineering graduates who will display interest, awareness, and engagement with sustainability issues. It suggests institutional engagement as a potential avenue to explore for engineering educators.

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Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

Cited by 18 publications

References 58 publications

Project-based learning through the lens of SEEM: enhancing implementation in the Brazilian context

Project-based learning through the lens of SEEM: enhancing implementation in the Brazilian context

“Sweet Spot” for Reflection in Problem-oriented Education

Sustainability Matters

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