Acquisition of transversal skills through PBL: a study of the perceptions of the students and teachers in materials science courses in engineering

M. Lidón Moliner, Teresa Guraya, Pablo Lopez-Crespo, Marta Royo, José Gamez-Perez, Mercè Segarra, Luis Cabedo


The main goal of this work is describing the experience in using Project Based Learning (PBL) methodology in Materials Science courses in several Engineering degrees. The courses were taught simultaneously in four different Spanish universities. In addition, the impact of this proposal on the acquisition of transversal skills through the perceptions of students and teachers is assessed. In order to do so, voices of over 54 students and 5 lecturers involved in the work have been gathered and studied descriptively. Discussion groups and self-reports have been collected and subsequently analysed. The analysis of the data collected by these two instruments has been coded and categorized into general dimensions. The results show how, through the PBL, self-learning is encouraged and the development of transversal skills such as teamwork are enhanced. Meanwhile, the lecturers consider PBL an appropriate methodology for Materials Science courses; however its implementation requires a higher work load. The faculty acknowledged PBL as a very interesting tool to work and evaluate transversal competences. Hence, the PBL methodology stands as one of the most effective methods that meet the demands of the 21st century and enables students to acquire not only content based knowledge, but also other abilities.


Active learning methods; Teaching methodologies; European higher education area

Full Text:



Alsina, J., (coord.). (2011). Evaluación por competencias en la universidad: las competencias transversales.Barcelona: Octaedro.

Barrows, H.S. (1986). A Taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486.

J. Carreras, (2008). Cuadernos de Docencia Universitaria 05, Ediciones Octaedro, Barcelona

Chin, C. & Chia, L. (2010). Implementing Project work in biology though problem-based learning. Journal of biological education, 38(2), 69-75.

Hernández, C., Fernández, C. y Baptista, P (2001). Metodología de la Investigación. México: McGraw Hill.

Jonassen, D. H., S.,Khanna K., Implementing problem based learning in materials science,Proceedings of the 2011 ASEE Annual Conference and Exposition, Vancouver, 2011.

Kay, J., Barg, M., Fekete, A., Greening, T., Hollands, O., Kingstone, Crawford, K. (2010). Problem-Based Learning for foundation Computer Sciencie course. Computer Sciencie Education, 10(2), 109-128.;1-C;FT109

Marcelo, C. (2001). Aprender a enseñar para la sociedad del conocimiento. Revista Complutense de Educación, 12(2), 531-593.

De Miguel, M. (coord.). (2005). Metodologías de enseñanza para el desarrollo de competencias. Orientaciones para el profesorado universitario ante el Espacio Europeo de Educación Superior. Madrid: Alianza.

Monereo, C. [coord.] (2009). PISA como excusa. Repensar la evaluación para cambiar la enseñanza. Barcelona: Graó.

Moust, J.H.C., Bouhuijs, P.A.J., Schmidt, H.G. (2007). El aprendizaje basado en proyectos: Guía del estudiante. Cuenca: Ediciones de la UCLM.

Perrenoud, Ph. (2001). La formación de los docentes en el siglo XXI. Revista de Tecnología Educativa, 2001(3), 503-523. Santiago de Chile: OEI-CREDI

Prieto, L. (2007). El aprendizaje cooperativo. Madrid: PPC.

Reeves, T Y Laffey, J. (1999). Design, assessment, and evaluation of a problem-based learning environment in undergraduate engineering.Higher Education Research and Development, 18(2), 219-232.

Sungur, S., Tekkaya,C., y Geban, O. (2010). Improving achievement through problem-based learning.Journal of Biological Education, 40(4), 155-160.

Schmidt, H.G. (1983). Problem-based learning: rationale and description. Medical Education, 17, 11-16

M. Valero (2007). Las dificultades que tienes cuando haces PBL, La Educación Superior hacia la Convergencia Europea: Modelos basados en el aprendizaje, Universidad de Mondragón, Capítulo 8.

M. Valero, J. García, (2011). Jornadas de Enseñanza Universitaria de la Informática (JENUI) Cómo empezar fácil con PBL, Sevilla.

Vizcarro, C. Y Juárez, E. (2009).¿Qué es y cómo funciona el aprendizaje basado en proyectos?. La metodología del Aprendizaje Basado en proyectos. Consultado en fecha 03/03/2015.

Abstract Views

Metrics Loading ...

Metrics powered by PLOS ALM


Cited-By (articles included in Crossref)

This journal is a Crossref Cited-by Linking member. This list shows the references that citing the article automatically, if there are. For more information about the system please visit Crossref site

Melda KOKOÇ, Süleyman ERSÖZ
Endüstri Mühendisliği  vol: 31  issue: 2  first page: 180  year: 2020  
doi: 10.46465/endustrimuhendisligi.728405

This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivatives 4.0 Internacional License.

Universitat Politècnica de València

e-ISSN: 2341-2593