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PBL and Constructivism in Engineering Education

Rojter, Josef (2009) PBL and Constructivism in Engineering Education. In: Proceedings of the 37th SEFI Conference 2009: Attracting Young People to Engineering: Engineering is fun? Van den bogard, Bogaard and de Graaff, Erik and Saunders-Smits, Gillian, eds. European University Association, Rotterdam.

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Abstract

The introduction in 2006 of problem-based learning (PBL) into engineering courses in schools of Electrical and, Architectural, Civil and Mechanical Engineering (ACME) constituted a paradigm shift in engineering education at Victoria University (VU). It was hoped that such a pedagogical approach would attract a higher calibre of students to engineering courses at VU and reduce the high attrition rates. In the short time since it was introduced, it is difficult to gauge whether the implementation of PBL teaching has been an unqualified success. Anecdotal evidence, at this stage, suggests mixed educational outcomes. This paper examines theoretical frameworks of PBL in professional education and, specifically, the accepted wisdom that PBL education is convergent with professional engineering discourses. The author is supportive of a pedagogy which embodies constructivism but argues that this is not a property of a definitive PBL model and that it does not necessarily need the vehicle of a PBL. It needs to be kept in mind that a single PBL model as a definitive framework for educational delivery has many inherent flaws and it should be introduced in a context and be treated as work in progress. Conference held: July 1-4, World Trade Centre Rotterdam - Delft University of Technology

Item Type: Book Section
ISBN: 9782873520014
Uncontrolled Keywords: ResPubID17543, problem based learning, constructivism, engineering curriculum
Subjects: Faculty/School/Research Centre/Department > School of Engineering and Science
FOR Classification > 1302 Curriculum and Pedagogy
SEO Classification > 9303 Curriculum
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Depositing User: VUIR
Date Deposited: 20 Dec 2013 04:33
Last Modified: 05 Feb 2015 04:26
URI: http://vuir.vu.edu.au/id/eprint/6226
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