It appears as if Frank, Lavy and Elata (2003) use project- (PjBL) and problem-based learning (PBL) interchangeably. They present the findings of a qualitative study about the perceptions and attitudes of students about a PjBL course introduced in mechanical engineering. Teams of students were required to carry out mini-projects involving design and construction of predefined devices. The data collection methods include semi-structured interviews, observations and analyses of students’ reports.
The objectives of this PjBL course are “to provide a clear overview of the different fields in mechanical engineering, to introduce the essence of engineering work and the processes of design and development of new technological products, to increase students’ awareness of the importance and necessity of analysis for finding optimal solutions for engineering problems, … and familiarize them [students] with the different aspects of mechanical engineering expertise” (Frank, Lavy and Elata 2003, 273).
This course is taught through mini-projects. “Many elements of PBL [meaning PjBL] are derived from principles of inquiry-based learning, which in turn, were derived from the constructivist teaching approach” state Frank, Lavy and Elata (2003, 273).
Constructivism as theory entail that humans are active learners who construct knowledge based on their experiences and their efforts to derive meaning from such experiences. In this course students were required, through trial and error, to form and modify their concepts of engineering. Frank, Lavy and Elata (2003, 274) mention three modes of constructivism, namely radical, contextual and social. The third mode applies to this PjBL course in that students construct their understanding as result of doing, contemplating and interacting with other students in the social contexts of teams. Frank, Lavy and Elata (2003, 274) name five characteristics of social constructivism, namely “active engagement, use and application of knowledge, multiple representations, use of learning communities, and authentic tasks”.
The teaching environment of this PjBL course is enquiry-based learning, which entail “applying the principles of scientific research to teaching”, state Frank, Lavy and Elata (2003, 275). Students are required to create knowledge, in contrast to the lecturer being ‘purveyor of knowledge’ or ‘provider of facts’. Each mini-project, as enquiry-based learning unit, comprise six stages, namely “defining the problem [or need], proposing hypothesis [or consider alternative solutions], doing the project/experiment [selecting the best solution and building the artefact], analysing the data [or measure the artefact’s performance], interpreting [or explaining] the results, and drawing conclusions”.
The means of instruction of this PjBL course is project-based learning through teams. It engages students in exploring meaningful engineering issues or problems. PjBL would probably increase the motivation of participating students, as well as providing a sense of satisfaction. PjBL contributes to developing long-term learning skills. Students gain “deep, integrated understanding of content and process” remark Frank, Lavy and Elata (2003, 276). Teamwork promotes collaboration to solve problems. Working together with other from varied backgrounds, is an important real-work skill. PjBL promotes independent learning and acceptance of responsibility. PjBL further develops data collection and presentation skills.
Frank, M.; Lavy, I. and Elata, D. 2003. Implementing the project-based learning approach in an academic engineering course. International Journal of Technology and Design Education, 13, 273–288.
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