PBL in the Space-Time Continuum for Engineering Education

Autor/inn/en	Higuera-Martínez, Oscar Iván; Corazza, Giovanni Emanuele; Fernández-Samacá, Liliana
Titel	PBL in the Space-Time Continuum for Engineering Education
Quelle	In: European Journal of Engineering Education, 47 (2022) 6, S.1260-1277 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Higuera-Martínez, Oscar Iván) ORCID (Corazza, Giovanni Emanuele) ORCID (Fernández-Samacá, Liliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2149388
Schlagwörter	Problem Based Learning; Engineering Education; Teaching Methods; Intervention; Classification; Creativity; Physics; Intelligence; Vignettes; Scientific Concepts; Concept Formation; Student Projects; Active Learning; Instructional Design; Student Centered Learning; Undergraduate Students + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Kreativität; Physik; Intelligenz; Klugheit; Concept learning; Begriffsbildung; Schulprojekt; Aktives Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	This article presents how Problem- and Project-Based Learning (PBL) in engineering education can exploit the theoretical framework of the Space-Time (ST)-Continuum, according to which educational contexts can be classified in terms of the tightness vs. looseness of the relevant conceptual space S and available time T. By crossing these two dimensions, four quadrants are obtained in the ST-Continuum: tight space and tight time, loose space and tight time, tight space and loose time, loose space and loose time. Different pedagogies are adaptive to different quadrants. We show how PBL can be mapped onto the ST-Continuum depending on the context characteristics or the chosen problem or project. Further, this article discusses how the intelligence and creativity constructs can be developed through diverse educational scenarios, giving examples of PBL interventions that can be located in different quadrants. Moreover, the analysis shows how through suitable planning, it is possible to have educational activities that consider all the quadrants of the ST-Continuum, even in traditional education curricula or teacher-centered approaches. Finally, the article discusses how teaching practices can promote intelligence and creativity in the curricula at different PBL organisational levels depending on their relationship with the ST-Continuum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01