A Case Study on Project Led Education in Engineering: Students' and Teachers' Perceptions

Autor/inn/en	Lima, Rui M.; Carvalho, Dinis; Flores, Maria Assuncao; Van Hattum-Janssen, Natascha
Titel	A Case Study on Project Led Education in Engineering: Students' and Teachers' Perceptions
Quelle	In: European Journal of Engineering Education, 32 (2007) 3, S.337-347 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
Schlagwörter	Engineering Education; Education Courses; Teaching Methods; Case Studies; Teacher Attitudes; Student Attitudes; Questionnaires; Foreign Countries; Learning Processes; Student Projects; Interviews; Letters (Correspondence); Educational Benefits; Student Motivation; Interdisciplinary Approach; Skill Development; Portugal + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Fortbildungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lehrerverhalten; Schülerverhalten; Fragebogen; Ausland; Learning process; Lernprozess; Schulprojekt; Interviewing; Interviewtechnik; Brief; Bildungsertrag; Schulische Motivation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This paper explores the extent to which students and teachers are able to acknowledge the strengths and weaknesses of a shift in the approach to teaching and learning from a traditional, teacher-centred perspective towards project- and learner-centred education. It reports on a case study aimed at exploring students' and teachers' perceptions of a project-led education course carried out at an engineering course at a Portuguese university. Data were collected through questionnaires, letters and interviews. Findings suggest, in spite of some negative experiences and final results for some of the students, a clear recognition of the benefits of a project-based approach to both the teaching staff as well as the students. Both are able to identify interdisciplinarity, high student motivation and the acquisition of soft skills as key features of project-led education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10