Learning Calculus through PBL in an Industrial Engineering and Management Program

Autor/inn/en	Cargnin-Stieler, Marinez; Malheiro, M. Teresa; Alves, Anabela C.; Lima, Rui M.; Teixeira, Marcelo C. M.
Titel	Learning Calculus through PBL in an Industrial Engineering and Management Program - A Seven-Year Study
Quelle	In: Advances in Engineering Education, (2019), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alves, Anabela C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Foreign Countries; Calculus; Problem Based Learning; Engineering Education; Graduate Students; Masters Programs; Mathematics Education; Interdisciplinary Approach; Outcomes of Education; Mathematics Skills; Skill Development; Learning Strategies; Creativity; Critical Thinking; Self Evaluation (Individuals); Portugal + Suchen Sie Ihr Suchwort? Ausland; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Problem-based learning; Problemorientiertes Lernen; Ingenieurausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Mathematische Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernleistung; Schulerfolg; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kreativität; Kritisches Denken
Abstract	This paper aims to study ways of contributing to the development of Calculus through a Project-Based Learning (PBL) approach, which involves students in their first semester of the Integrated Master's program in Industrial Engineering and Management (IEM) at the University of Minho. The study presents the analysis of forty-two interdisciplinary project reports developed by students over a seven-year period. The reports offer good evidence for the application of the requested Calculus learning outcomes, demonstrating that the application of Calculus content occurred during the development of the project. This finding means that PBL was successful as a truly active learning process for Calculus that involves students learning independently through the interdisciplinary resolution of problems related to their engineering professional profiles. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01