An interdisciplinary complex problem as a starting point for learning: Impact of the PBL method in second-year Environmental engineering students
Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration) have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.
Accreditation Board for Engineering and Technology (ABET). Engineering Accreditation Commission (2013). Criteria for Accrediting Engineering Programs. http://www.abet.org/DisplayTemplates/DocsHandbook.aspx
Akinoglu O. and Tandogan R.O. (2007). The Effects of Problem-Based Active Learning in Science Education on Students' Academic Achievement, Attitude and Concept Learning. Eurasian Journal of Mathematics, Science & Technology Education 3 (1), 71–81.
American Academy of Environmental Engineers (AAEE) Environmental Engineering Body of Knowledge Working Group (2008). Environmental Engineering body of knowledge: summary report. Environmental Engineer Environmental Engineer: Applied Research & Practice, 6. http://www.aaees.org/
Borrego M. and Newswander L.K. (2007). Characteristics of successful cross-disciplinary engineering education collaborations. Journal of Engineering Education, 97 (2), 123-134.
Crawley E.F., Malmqvist J., Ostlunf S. and Brodeur D. (2007). Rethinking Engineering Education. The CDIO Approach. 286 pp. ISBN: 978-0-387-38287-6.
De Graaf E. and Christensen C.H. (2004). Editorial: Theme Issue on Active Learning in Engineering Education. European Journal of Engineering Education, 29 (4), 461-463.
De Graaf E. and Kolmos A. (2003). Characteristics of Problem-Based Learning. International Journal of Engineering Education, 19 (5), 657-662.
Felder R.M. and Brent R. (1994). Cooperative learning in Technical Courses. A monograph presenting suggestions for effective implementation of cooperative learning in engineering and science courses. ERIC Document Reproduction Service, ED 377038. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Education_Papers-Chronological.html
Gibbs G. and Simpson C. (2005). Conditions under which assessment supports student's learning. Learning and Teaching in Higher Education, 1, 3-31.
Hmelo-Silver C.E. (2004). Problem-Based Learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
Kolari S., Savander-Ranne C. and Viskeri, E.J. (2008). Learning needs time and effort: a time-use study of engineering students. European Journal of Engineering Education, 33(5-6), 483-498.
Kolmos A. (1996). Reflections on Project Work and Problem-based Learning. European Journal of Engineering Education, 21(2), 141-148.
MacAndrew S., Walsh L., Oduyemi K. and Lantz C. (2008). Problem based learning in practice: listening to the lecturers. An investigation of academics' perceptions and practice concerning problem based learning. Scottish Higher Education Enhancement Research (2) Final report.
Major C.H. and Palmer B. (2001). Assessing the effectiveness of Problem-Based Learning in Higher Education: Lessons from the Literature. Academic Exchange Quarterly, 5(1), 4-9.
Markes I. (2006). A review of literature on employability skill needs in engineering. European Journal on Engineering Education, 31(6), 637-650.
Mills J.E. and Treagust D.F. (2003). Engineering education is Problem-based or Project-based Learning the answer? Australian Journal of Engineering education, 1-16.
Ministerio de Educación, Cultura y Deporte (2011). Resolución de 20 de diciembre de 2010, de la Universidad del País Vasco, por la que se publica el plan de estudios de graduado en Ingeniería Ambiental. Boletín Oficial del Estado, 26, 31 de enero de 2011, Sec. III, p. 10782.
Oakley B., Felder R.M., Brent R. and Elhajj I. (2004). Turning students into effective teams. Journal of Student Centered Learning, 2(1), 9-34.
Richter D.M. and Paretti M.C. (2009). Identifying barriers to and outcomes of interdisciplinarity in the engineering classroom. European Journal of Engineering Education, 34(1), 29-45.
Walker A. and Leary H. (2009). A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 6-28.
Metrics powered by PLOS ALM
This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivatives 4.0 Internacional License.
Universitat Politècnica de València
e-ISSN: 2341-2593 https://dx.doi.org/10.4995/muse