Implementing the Project-Based Learning Approach in an Academic Engineering Course |
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Authors: | Moti Frank Ilana Lavy David Elata |
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Institution: | (1) Technion – Israel Institute of Technology, Haifa, 32000, Israel |
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Abstract: | This paper presents perceptions and attitudes of freshmen students that have participated in an introductory Project-Based
Learning (PBL) course in engineering. The course, `A creative introduction to mechanical engineering', was developed and is
taught in the Faculty of Mechanical Engineering at the Technion. In this course, teams of students carry out mini-projects
that require the design and construction of devices that perform pre-defined tasks. The qualitative paradigm was found to
be suitable for studying the process undergone by the students, mainly because the study focused on the human aspect — the
students' emotions, thoughts, behavior, and difficulties. Data was collected by means of semi-structured interviews with the
students, the teacher, and the teaching-assistant, by observations in the classroom, and by analyzing students' reports. The
paper presents the students' perceptions of: the aim of the course; the instructor's role in a PBL environment; characteristics
of PBL course; advantages of the PBL from the students' point of view; PBL as a learning environment for future engineers,
and implications of learning in teams.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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Keywords: | engineering design engineering education learning environment project-based learning qualitative research |
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