Abstract
Project-based learning (PBL) promotes experiential learning and critical thinking through group activities. This paper presents the experience with the PBL implementation in a III semester undergraduate course in Civil Engineering. An open ended problem, to demonstrate the application of the concepts of Fluid Mechanics in real world scenarios through working models, was given to the students. Conceptualization of the idea, technical aspects of the model, communication skill and ability to work in teams were the major outcomes of the project. These outcomes were evaluated using analytical rubrics. Overall results show that the entire class was actively involved in the PBL activity and deep learning, linking to the real world application happened outside the class room through the PBL.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
