Abstract
SummaryDesigning problems for problem-based learning (PBL) courses in engineering has always been a challenging task, especially in environments where the only method of imparting technical education has been through traditional a lecture/tutorial/practical (LfTfP) approach. This paper describes the cognitive and pedagogical issues involved in conducting a PBL course in analogue electronics, designing of problems, analyses of solutions submitted by the student groups and how learning objectives were achieved. It also presents a detailed analysis of the problem statements designed and open-ended metacognitive triggers built on PBL students thinking, to understand how the facilitator supported the collaborative knowledge construction. The knowledge and skill tests scores of both the traditional and PBL threads are presented and compared.
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