Abstract
Normal 0 false false false EN-US JA AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} This work reports on the gradual transformation from traditional teaching to student-centered, pure problem-based-learning (PBL) in engineering design education. Three different PBL-based modes of delivery with various degrees of modulation or freedom were used in conjunction with the prescriptive design cycle. The aim is to study the effect of the mode of delivery (PBL at various degrees of integration) on engineering design education and design thinking skills, specifically on the development of expert-like attitudes toward design problem solving.
Highlights
Design, the creative, iterative and often open-ended process of conceiving and developing components, systems and processes in engineering, is a fundamental pillar of engineering education
Brodeuret al.[15]reported on problem-based learning (PBL) experiences in undergraduate aerospace engineering at the Massachusetts Institute of Technology (MIT). They recommended the vertical integration of PBL across all four years to provide a natural progression from structured problems, which require high levels of faculty direction and support, to unconstrained and more complex problems that resemble real life situations. Their results reflected that students at MIT who underwent the regulated mode of PBL reported a greater understanding of core science and engineering courses, found learning more interesting and engaging, and established better connections between their education and real-world applications
This paper reports on efforts at Khalifa University for gradual transformation from traditional, instructorcentered lecture-based teaching to student-centered, problem-based learning (PBL) using three pedagogical models based on different integrations of lecture-based and PBL approaches
Summary
The creative, iterative and often open-ended process of conceiving and developing components, systems and processes in engineering, is a fundamental pillar of engineering education. They recommended the vertical integration of PBL across all four years to provide a natural progression from structured problems, which require high levels of faculty direction and support, to unconstrained and more complex problems that resemble real life situations Their results reflected that students at MIT who underwent the regulated mode of PBL reported a greater understanding of core science and engineering courses, found learning more interesting and engaging, and established better connections between their education and real-world applications. The implementation of PBL as pedagogy in engineering design education has the added advantage of the inherent alignment between the PBL cycle and the prescriptive design cycle Both cycles start with ill structured, open-ended, complex problems and require following an iterative loop of divergent-convergent processing/decision making to reach an optimal solution.
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