Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment

Coronado, José M.; Moyano, Amparo; Romero, Vicente; Ruiz, Rita Dolores Santaella; Rodríguez, Javier

doi:10.3390/su13041949

Cited by 21 publications

(26 citation statements)

References 20 publications

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“…Similar beneficial outcomes were observed in other disciplines in high education, such as active student participation, foster contact with reality, an increased perception of the acquisition of generic and specific skills associated with the subject, and confidence in problem-solving [42][43][44]. More specifically, a study conducted with civil engineers 15 years after graduation revealed that PBL-related abilities developed at the university (ability to work in groups, communication/debate skills, and leadership) were appreciated by students who followed PBL methodology and considered their learning to be more effective and with a better result-to-effort ratio than those who did not [45].…”

Section: Transport Infrastructurementioning

confidence: 99%

Sustainable Civil Engineering: Incorporating Sustainable Development Goals in Higher Education Curricula

et al. 2021

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In the current climate emergency context, many national and international organizations have adopted measures to integrate sustainability and Sustainable Development Goals (SDGs) in all their fields of action. Within education, steps have been taken to incorporate the perspective of sustainability at all levels. This process has also started at the university since it plays a fundamental role in the strategy for the implementation of specific policies to promote sustainability. However, sometimes it is difficult to include this type of knowledge in the curriculum, due to the lack of flexibility of the university structure or the lack of time to cover the syllabus. In this scenario, civil engineering plays a main role as a fundamental activity in the creation of services and infrastructures with a high environmental impact. The objective of this study is to show a multidisciplinary approach to working on sustainability in a transversal way in the civil engineering degree and to analyze the impact that this type of initiative can have from the learning point of view. The study shows a curricular trajectory supported by problem-based learning and project-based learning designed to promote sustainability in the practice of civil engineering. The good results obtained in the evaluation of the project and the growing incorporation of the SDGs in the final degree projects suggest that this methodology can be implemented by other university degrees.

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Section: Transport Infrastructurementioning

confidence: 99%

Sustainable Civil Engineering: Incorporating Sustainable Development Goals in Higher Education Curricula

et al. 2021

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“…PjBL has become one of the most widely adopted innovative teaching strategies for facing future challenges [10]. Mills and Treagust [11] pointed out that PjBL is the teaching strategy centered around students and focuses on interdisciplinary comprehension and application.…”

Section: Engineering-centered Pjblmentioning

confidence: 99%

An Action Research on the Long-Term Implementation of an Engineering-centered PjBL of Sustainable Energy in a Rural Middle School

Chen¹,

Lin²

2021

Preprint

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(1) Background: Due to the high proportion of disadvantaged students in a rural school in Taiwan and the gap between students’ concepts and practices of environmental protection and sustainable energy, four science and mathematics teachers in this school planned an engineering-centered PjBL of sustainable energy curriculum in a Makers Club to enhance students’ creativity, engineering skills, practices of environmental protection and sustainable energy, and learning attitudes; (2) Methods: This study is four-year action research. Teachers and students initiated the idea from rebuilding an old fan in a classroom; (3) Results: The students in the Makers Club improved their engineering skills and created various green-power generation devices (evolved from ventilation ball generator, hydropower, ocean current power generators to tiny, 3D-printing wind power generators). They turned environmental protection and sustainable energy concepts into actions during practices and won awards from science and engineering fairs every year. This creative and supportive atmosphere spread from the club to the whole school and improved the students’ practices of environmental protection and learning attitudes after long-term implementation; (4) Conclusions: The design principles of the engineering-centered PjBL of sustainable energy curriculum played a critical role and were outlined at the end of the study.

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“…PjBL has become one of the most widely adopted innovative teaching strategies for facing future challenges [10]. Mills and Treagust [11] pointed out that PjBL is a teaching strategy centred around students and focuses on interdisciplinary comprehension and application.…”

Section: Engineering-centered Pjblmentioning

confidence: 99%

An Action Research on the Long-Term Implementation of an Engineering-Centered PjBL of Sustainable Energy in a Rural Middle School

Chen

Lin

2021

Sustainability

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(1) Background: Due to the high proportion of disadvantaged students in a rural school in Taiwan and the gap between students’ concepts and practices of environmental protection and sustainable energy, four science and mathematics teachers in this school planned an engineering-centred PjBL of sustainable energy curriculum in a Makers Club to enhance students’ creativity, engineering technical skills, practices of environmental protection and sustainable energy, and learning attitudes; (2) Methods: This study is a four-year action research. Teachers and students initiated the idea from rebuilding an old fan in a classroom; (3) Results: The students in the Makers Club improved their engineering technical skills and created various green-power generation devices (evolved from a ventilation ball generator, hydropower, ocean current power generators to tiny, 3D-printing wind power generators). They turned environmental protection and sustainable energy concepts into actions during practices and won awards from science and engineering fairs every year. This creative and supportive atmosphere spread from the club to the whole school and improved the students’ practices of environmental protection and learning attitudes after long-term implementation; (4) Conclusions: The design principles of the engineering-centred PjBL of sustainable energy curriculum played a critical role and were outlined at the end of the study.

show abstract

Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment

Cited by 21 publications

References 20 publications

Sustainable Civil Engineering: Incorporating Sustainable Development Goals in Higher Education Curricula

Sustainable Civil Engineering: Incorporating Sustainable Development Goals in Higher Education Curricula

An Action Research on the Long-Term Implementation of an Engineering-centered PjBL of Sustainable Energy in a Rural Middle School

An Action Research on the Long-Term Implementation of an Engineering-Centered PjBL of Sustainable Energy in a Rural Middle School

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