Student Assessment of a Problem-Based Learning Experiment in Civil Engineering Education
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 131, Issue 1
Abstract
This paper describes an experiment with problem-based learning (PBL), an instructional methodology used in response to the challenges posed by today’s professional education. Contrary to the conventional model that places an application problem after concepts or topics have been introduced, PBL uses the problem to initiate learning. Besides promoting the construction of knowledge, it may also contribute to the development of some skills and attitudes deemed important for engineers’ professional practice. This research, of a qualitative nature, intended to investigate how students evaluate this methodology and its potential to attain the educational goals set for the course. In order to answer the research question, the methodology was implemented in the civil engineering curriculum of a Brazilian public university. The results herein presented, deriving mainly from classroom observations and an end-of-course questionnaire, show that most of the students evaluate the methodology positively. Even considering the short duration of the course and its small number of credits, it may also have promoted the development of some skills and attitudes besides knowledge acquisition.
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Acknowledgments
The writers are indebted to the teacher who volunteered to take part in this research, to whom the paper case problem presented in this work should be credited, and to CAPES (the Brazilian government agency for the development of higher education personnel) for the financial support.
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Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 131 • Issue 1 • January 2005
Pages: 13 - 18
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© 2005 ASCE.
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Received: Aug 11, 2003
Published online: Jan 1, 2005
Published in print: Jan 2005
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