Towards successful project-based teaching-learning experiences in engineering education
- Autores: Andrés Díaz Lantada, Pilar Lafont Morgado, Juan Manuel Muñoz-Guijosa, José Luis Muñoz Sanz, Javier Echavarri Otero, Julio Muñoz García, Enrique Chacón Tanarro, Eduardo de la Guerra Ochoa
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 29, no. Extra 2, 2013, págs. 476-490
- Idioma: inglés
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Resumen
Problem- or project-based teaching–learning experiences (typically ‘PBL’ or ‘PjBL’) have enormous benefits but also certainlimitations and difficulties that have been analysed in this work with the purpose of setting some standard guidelines that may helpto enhance the results of this kind of teaching experience. A systematic, prioritised analysis of forty factors that influence this typeof experience and affect the planning, organisation, development and assessment stages, has enabled us to find and formulate nineproblems that we deem to be major ones and that are usually repeated, particularly in machine and product development relatedexperiences in the area of Mechanical Engineering. Having selected these most typical problems, we have then established causalrelationships by taking account of: the methodology involved, the available resources, the teachers in charge of the experience andthe students taking part in it. This has helped us to find and put forward different solutions and to discuss their effects, keeping inmind our team’s experience and the information from the studies carried out by teaching staff from other universities.
