Abstract
The experience of application of methods of problem-based and project-based learning was described in the training of future engineers for the light industry. Methodological issues are considered, as well as practical recommendations are formulated, for the application of these methods in teaching professionally-oriented disciplines. Examples of project design and their content are given for two specialised disciplines. They are aimed at the development of students’ ability to creative thinking and problem-solving when working both independently and in a team. The method effectiveness is illustrated by the formation of students’ new competencies, and an increase in their motivation and experience in teamwork. The preferred styles of students’ learning were studied for student groups of four different enrolment years. The learning preferences are relatively stable over the four study years. On average, engineering students minoring in textile engineering and design demonstrate a tendency to active, visual, sensing and sequential learning styles. Project-based teaching methods are not universally suitable for students with different learning preferences. Moreover, the success in projecting under the studied conditions correlates with the existing learning preferences of student teams. Student teams succeed in the implementation of projects if they have a balance in the ref-act dimension with a limited preference of the active style. In other words, excessive activity and lack of reflective reflection hindered the successful completion of projects. In the sen-int dimension, the presence of a pronounced sensitive style is also favourable for design and implementation of class projects. Successes in projecting are mostly insensitive to changes in the vis-vrb and seq-glo dimensions. The introduction of the problem and project-based learning methods is useful for engineering students. They acquire new competencies, gain real experience of teamwork, and increase motivation to learn and develop creativity.
Highlights
The modern labour market supposes that universities graduate ready to work engineers
The experience of application of methods of problem-based and project-based learning was described in the training of future engineers for the light industry
The existing learning preferences remain valid for all studied years
Summary
The modern labour market supposes that universities graduate ready to work engineers. Some gaps in the competencies of graduates exist in such areas as the independent acquisition of new knowledge, autonomous work, communication, teamwork and engineering knowledge application to real problem-solving. In this context, the university’s role is to provide the best training for future engineers. Definition of the project Individual work: case analysis, construction of “tree To develop the ability to team, schedule, and of goals” (task-goal-effect), the definition of the identify the project purpose purpose and objectives goal, tasks, team and project schedule, specification and tasks using SMART-. (general and specific goals, results, actions, develop a project logframe.
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