Active, Experiential and Reflective Training in Civil Engineering: Evaluation of a Project-Based Learning Proposal

Autor/inn/en	Miranda, Marina; Saiz-Linares, Ángela; da Costa, Almudena; Castro, Jorge
Titel	Active, Experiential and Reflective Training in Civil Engineering: Evaluation of a Project-Based Learning Proposal
Quelle	In: European Journal of Engineering Education, 45 (2020) 6, S.937-956 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castro, Jorge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1785400
Schlagwörter	Active Learning; Experiential Learning; Student Projects; Lifelong Learning; Cooperative Learning; Teamwork; Skill Development; Reflection; Engineering Education; Civil Engineering; Undergraduate Students; International Educational Exchange; Teaching Methods; Instructional Improvement; Teacher Role; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Aktives Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Schulprojekt; Life-long learning; Lebenslanges Lernen; Kooperatives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Ingenieurausbildung; Internationaler Austausch; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Lehrerrolle; Ausland; Spanien
Abstract	In today's industry, employers are looking for civil engineering graduates who have acquired not only substantial technical and scientific knowledge, but who also have good life-long learning skills such as problem-solving, creativity and communication skills. Therefore, it is necessary to leave behind the pedagogical approaches exclusively sustained in master classes in favour of active, experiential and reflective curricula. Thus, a Project-Based Learning (PjBL) strategy has been developed as part of two geotechnical courses within a civil engineering degree in Spain to promote these skills. A qualitative analysis of the implemented PjBL strategy is performed by means of questionnaires and interviews with the aim of considering the participants' perceptions. The results of the analysis are presented under the following headings: benefits and difficulties of the PjBL, teacher role, traditional teaching methods and measures of improvement. The results suggest a satisfactory implementation, and they have allowed the authors to share the lessons learned from this experience by generating some 'tips' for future implementations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01