Problem-Based Learning: Student Perceptions of Its Value in Developing Professional Skills for Engineering Practice

Autor/inn/en	Beagon, Úna; Niall, Dervilla; Ní Fhloinn, Eabhnat
Titel	Problem-Based Learning: Student Perceptions of Its Value in Developing Professional Skills for Engineering Practice
Quelle	In: European Journal of Engineering Education, 44 (2019) 6, S.850-865 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beagon, Úna) ORCID (Ní Fhloinn, Eabhnat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1536114
Schlagwörter	Problem Based Learning; Student Attitudes; Skill Development; Engineering Education; Technical Occupations; Employment Potential; Job Skills; College Freshmen; Student Projects; Teamwork; Communication Skills; Design; Independent Study; Self Efficacy; Friendship; Scaffolding (Teaching Technique); Active Learning; Foreign Countries; Young Adults; Honors Curriculum; Value Judgment; Ireland + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Ingenieurausbildung; Technical occupation; Technischer Beruf; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Studienanfänger; Schulprojekt; Kommunikationsstil; Selbststudium; Self-efficacy; Selbstwirksamkeit; Freundschaft; Aktives Lernen; Ausland; Young adult; Junger Erwachsener; Werturteil; Irland
Abstract	This study explores students' perceptions of the effectiveness of a Problem-Based Learning (PBL) design project, taken as part of a first-year engineering module, in developing professional skills needed for engineering practice. Students completed surveys before and after the PBL group project, and produced personal reflections on the process. The closed survey questions were analysed quantitatively and the main themes from the reflections outlined using General Inductive Analysis. Students rated themselves as having improved across a range of professional skills as a result of the project, with particular emphasis on teamwork, communication skills, understanding of the design process and self-directed learning. In addition, they highlighted improved confidence, as well as new friendships they developed, an important element of a module like this as they transition from secondary to higher education. They were particularly positive about the scaffolded approach taken within the PBL project in terms of its contribution to their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01