共查询到20条相似文献，搜索用时 31 毫秒
1.
Wayne Hall Stuart Palmer Mitchell Bennett 《European Journal of Engineering Education》2012,37(2):155-165
Project-based learning (PBL) is a well-known student-centred methodology for engineering design education. The methodology claims to offer a number of educational benefits. This paper evaluates the student perceptions of the initial and second offering of a first-year design unit at Griffith University in Australia. It builds on an earlier evaluation conducted after the initial offering of the unit. It considers the implementation of the recommended changes. Evaluations of the two offerings reveal that students (in both the initial and second offering) generally enjoyed the experience, but that the second offering was found to be a significantly more enjoyable learning experience. Students in the second offering also reported a significantly better understanding of what they needed to do for the design projects and where to find the requisite information. The oral presentation aspect of the initial and second offerings received the lowest satisfaction rating. The inclusion (and delivery) of the computer-aided drawing component of the unit is seen as a positive aspect by some students, but many others comment on it negatively. The best aspects of the PBL unit and those aspects needing further improvement were similar to the findings of other investigations documented in the literature. 相似文献
2.
Galyna Lutsenko 《European Journal of Engineering Education》2018,43(6):895-910
The analysis of the current state of the Ukrainian system of engineering education indicates the prevalence of traditional teaching–learning approaches in contrast to the modern needs of the labour market. Many universities across the world use the problem/project-based learning (PBL) which is an effective approach for the development of design and management skills of engineering students. The paper describes a detailed structure of a PBL course in project management and practical experience related to its implementation in an engineering degree programme at Bohdan Khmelnytsky National University of Cherkasy. Also, the results of surveys carried out in order to study the students’ generic competences’ development and perception of the PBL process are presented. The results show that students understand the diversity of PBL aspects and the influence of the PBL approach on their professional characteristics such as teamwork, ability of self-directed learning, communication and problem-solving skills. 相似文献
3.
Difficulties in teaching a multi-disciplinary subject such as the mechatronics system design module in Departments of Mechatronics Engineering at Temasek Polytechnic arise from the gap in experience and skill among staff and students who have different backgrounds in mechanical, computer and electrical engineering within the Mechatronics Department. The departments piloted a new vertical stream curricula model (VSCAM) to enhance student learning in mechatronics system design through integration of educational activities from the first to the second year of the course. In this case study, a problem-based learning (PBL) method on an autonomous vacuum robot in the mechatronics systems design module was proposed to allow the students to have hands-on experience in the mechatronics system design. The proposed works included in PBL consist of seminar sessions, weekly works and project presentation to provide holistic assessment on teamwork and individual contributions. At the end of VSCAM, an integrative evaluation was conducted using confidence logs, attitude surveys and questionnaires. It was found that the activities were quite appreciated by the participating staff and students. Hence, PBL has served as an effective pedagogical framework for teaching multidisciplinary subjects in mechatronics engineering education if adequate guidance and support are given to staff and students. 相似文献
4.
Lie Richard Aranda Maurina L. Guzey S. Selcen Moore Tamara J. 《Research in Science Education》2021,51(3):663-683
Recent reforms in science education have supported the inclusion of engineering and their practices in K-12 curricula. To this end, many classrooms have incorporated engineering units that include design challenges. Design is an integral part of engineering and can help students think in creative and interdisciplinary ways. In this study, we examined students’ conceptions of design during and after participation in a design-based science curriculum unit. Our study was guided by the following research question: What are students’ views of design after participation in an engineering design-based science curriculum unit and how are these views reflected in their enactment throughout the unit? Using a qualitative approach, we examined students’ conversations throughout the enactment of the curriculum and interviews conducted after the completion of the unit. We found that students had complex and diverse views of design, and these views were reflected in their group discussions throughout the curriculum and design challenge. Students most frequently expressed design as learning and as a process of integration into a coherent whole. These aspects of design were also frequently observed in students’ conversations during the unit. Interestingly, we found evidence of students demonstrating several aspects of design throughout the curriculum that were not explicitly expressed during the student interviews. Taken together, these findings support the complex nature of design as seen at the middle school level.
相似文献5.
K. Gavin 《European Journal of Engineering Education》2011,36(6):547-558
6.
The effect of group size in problem-based learning(PBL) on the problem-solving skill, self-directedness,and technical knowledge of 72 students in a dentaleducation program was examined. Pretest measures onself-directedness and technical knowledge wereadministered to the 72 students. Equal numbers ofstudents with low, medium, and high levels ofself-directedness were randomly assigned to small,medium, and large PBL groups. Students thenparticipated in a three-week PBL experience, whichinvolved analyzing a patient case. After PBL wascompleted, posttest measures on self-directedness,technical knowledge, and problem-solving skill wereassessed. Students' reactions to the PBL experiencewere also measured. Analysis of the data found thatthe development of self-directedness varied with groupsize. Students' self-directedness increased in smalland medium size groups, but decreased in large groups. A significant difference was found between the mediumand large groups on this measure. Furthermore,students in small groups rated 5 of 12 aspects of PBLsignificantly higher than did those in large groups,and students in medium size groups rated 10 of 12aspects of PBL significantly higher than did those inlarge groups. Implications of these findings forinstructional design theory, practice, and researchare discussed. 相似文献
7.
Children using robotics for engineering, science, technology, and mathematics (CREST-M) is an ongoing curriculum creation and evaluation project developing math-focused science, technology, engineering, and mathematics (STEM) curriculum units that incorporate storytelling with math and are designed to be engaging for students from backgrounds traditionally underrepresented in STEM fields and to be appropriate for all ability levels including the gifted. This mixed-methods study evaluated one CREST-M unit, The Tale of the Monarchs, aligned to the Common Core State Standards: Mathematics (CCSS-M) for fourth- and fifth-grade fractions while incorporating all aspects of STEM. The unit includes an engineering design loop to help students create and program robots using LEGO WeDo 2.0. Students also use the scientific method in a problem-based learning (PBL) investigation in which they design and conduct experiments. The unit features a comprehensive storyline in which diverse characters solve real-world problems using STEM skills. The curriculum was evaluated through a CCSS-M aligned pre- and post-assessment of students’ understanding of fractions, the Cognitive Abilities Test Screening Form 7 (CogAT 7), and the Draw-a-Scientist pre- and post-assessment. The curriculum led to significant and meaningful gains in math achievement (Cohen’s d = 0.72) consistent for students at multiple ability levels (including high ability) and children from groups traditionally represented in STEM fields as well as those traditionally underrepresented (across gender, race, and socioeconomic status). In addition, the mental models of the career of a scientist that students articulated before the program were markedly more complex and less stereotypical following the program, indicating increased understanding of the career of a scientist. 相似文献
8.
This study seeks to explore whether a combination of traditional teaching methods with project-based learning (PBL) activities can improve the student learning experience in an engineering course of soil mechanics. As an alternative to the traditional type of assignment that consisted of several textbook problems, a project-based assignment was introduced in 2015 so that students could work on real-world geotechnical problems throughout the whole semester. Students were permitted to choose whether they would undertake the project-based assignment or the traditional one, thus forming the ‘project’ and ‘non-project’ groups, respectively. The academic performance of these two groups was compared on the basis of student marks while the student experience was evaluated through a series of interviews. The data collected over 3 years indicated that students from both groups had very similar academic performances; however, the students who completed the project-based assignment reported better engagement in the learning process as they enjoyed the opportunity to experience the practical aspects of soil mechanics. The obtained results also revealed low motivation among students to embrace new learning approaches such as PBL, as the majority of them preferred more traditional methods of teaching. 相似文献
9.
This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes. 相似文献
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11.
Cristina Pomales-García Kenneth Cortés Barreto 《European Journal of Engineering Education》2014,39(6):685-699
This study presents the skills, experiences, and values identified in project self-reflections of 161 undergraduate engineering students. Self-reflections from two different engineering design courses, which provide experiences in project-based learning (PBL), are analysed through the content analysis methodology. Results show that ‘application’, ‘true life’, ‘satisfaction’, and ‘communication’ are the common keywords shared in the reflections. Multiple hypothesis tests to identify differences between courses, project types, years, and gender suggest that there are no significant differences between experiences, skills, and values self-reported by students who completed either a case study or an industry project. Based on research findings, recommendations will be provided to enhance the engineering curriculum based on PBL experiences to support the development of relevant professional skills and experiences. 相似文献
12.
书籍毕业设计是学生根据书籍来进行创意构思并完成整个书籍装帧的设计过程.在这个过程中,会经历多个环节,其中最重要的环节就是选题,选题的好坏直接关系到接下来的创作过程并影响整个作品的设计.文章从书籍毕业设计出发,通过分析一些学生的选题,从不同方面来论述毕业设计选题的重要性以及应该如何把握和实施选题. 相似文献
13.
基于问题的软件工程实验教学法 总被引：1，自引：0，他引：1
针对软件工程实验教学,在传统教学模式的基础上引入PBL(Problem Based Learning,PBL)教学法,以问题为线索和考核单位,引导学生课前自学、课堂研讨和课后总结。结果表明,实验教学中适量引入PBL教学法可以提高学生的学习兴趣,增强学生学习的主动性。学习过程中,学生的思维能力、自学能力、语言表达能力都有不同程度的锻炼和提高。 相似文献
14.
This article reports on work undertaken within Phase 2 of a pilot study concerned with the design, development, and evaluation of online resources. Drawing on recent developments in the application of technology within open and distance education, these resources were structured around the principles of problem‐based learning (PBL) for use with postgraduate teachers. The article explores the responses of one cohort of students studying on a programme for teachers of children with visual impairment, to learning through the use of these resources. In line with recent literature in this area, the findings demonstrate that with the appropriate design and use of technology, PBL, traditionally viewed as a campus‐based approach, can be adapted for use with students in higher education studying through open and distance education. The findings highlight a number of potential barriers to learning and participation that can serve to reduce effective participation in the online PBL activities. Future planned research by the authors will explore the extent to which each of these barriers can be reduced through appropriate planning and design, and provisional recommendations are included to assist in this process. 相似文献
15.
D. T. Sobral 《Higher Education》1995,29(1):93-101
Does the problem-based learning (PBL) approach contribute to personally meaningful learning? This study used a double-cohort design to explore the question by focusing a PBL singlecourse, which was compared to a conventional one. Consecutive sampling of medical students was obtained for both groups. Student outcomes measured were Course Valuing Inventory (CVI), affect, and preceptorship appeal responses. Paired tests showed significant increases in CVI scores from start to end of term in the PBL group only. Significant trends were observed in the relationships between experiencing the PBL approach and CVI score level, positive affect mode, and strength of preceptorship appeal. Stratified analysis did not detect confounding effects on the outcome measures from background course experience, learners' characteristics, or time trend. The findings suggest that the PBL approach can improve the quality of the learning environment in both cognitive and emotional ways for most students. 相似文献
16.
本文结合测试技术课程内容特点,针对该课程教学中存在的问题,阐述了"基于问题"教学法在测试技术教学中的设计思路,并以实例说明了PBL教学法在该课程中的应用。实践表明:在教学中应用PBL教学法,极大地提高了学生的创新思维、自主学习能力,也培养了他们的工程思想、研究意识以及团队协作精神。不仅有利于教学目标的实现,也为应用型、创新型人才培养打下了扎实的基础。 相似文献
17.
本文结合测试技术课程内容特点,针对该课程教学中存在的问题,阐述了“基于问题”教学法在测试技术教学中的设计思路,并以实例说明了PBL教学法在该课程中的应用。实践表明：在教学中应用PBL教学法,极大地提高了学生的创新思维、自主学习能力,也培养了他们的工程思想、研究意识以及团队协作精神。不仅有利于教学目标的实现,也为应用型、创新型人才培养打下了扎实的基础。 相似文献
18.
James N. Warnock M. Jean Mohammadi-Aragh 《European Journal of Engineering Education》2016,41(2):142-153
Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, ‘Does PBL enable students to develop desirable professional engineering skills?’ The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education. 相似文献
19.
本文辩证分析了LBL教学模式和PBL教学模式的关系,探讨了PBL教学模式在“岩石物理实验”课程教学中应用的必要性和可行性.通过课堂讨论、设计性实验、主题研究报告3个途径开展PBL实践教学,引导学生学习实验方法以及复杂储层实验方案设计,并就问题设置、教学组织、考核机制问题总结了心得体会. 相似文献
20.
张法清 《晋城职业技术学院学报》2012,5(3):50-52
在＂卓越计划＂背景下＂大学生就业指导课＂将课程重心前移,强化综合设计训练,增加创业培训等相关课程,开展以问题为导向的PBL式教学,加大平时成绩比例,并从考核＂学习成绩＂向评价＂学习成效＂转变,引导学生从注重＂考试结果＂向注重＂学习过程＂转变,增强学生学习的主动性,提高学生的研究能力和就业能力。 相似文献