Problem Based Learning for Engineering Education

Developing the Engineers of the Future
1. Auflage 2025
ISBN: 978-1-032-86366-5
Verlag: Taylor & Francis Ltd

Buch, Englisch, 290 Seiten, Format (B × H): 156 mm x 234 mm

This book embarks on an in-depth exploration of Problem-Based Learning (PBL) in the context of engineering education. Its overarching goal is to provide a comprehensive understanding of the genesis, potential, challenges, contemporary relevance and methodological approaches of PBL. The impetus behind this undertaking arises from the acknowledged challenges within engineering education, necessitating a fundamental paradigm shift. The study's justification lies in the imperative adoption of innovative teaching methodologies for student performance improvement and fostering competency among engineering graduates.

The narrative unfolds across four distinct sections: Background and Theoretical Perspectives, Methodological Aspects of PBL, Implications of PBL in Engineering Education and Case Studies, Plausible Examples and Reflections and Future Direction.

Section one establishes a robust foundation by defining PBL, tracing its historical roots, and weighing its potential against challenges. A critical examination of PBL's relevance underscores the urgent need for a paradigm shift in engineering education. The section weaves a "golden thread" that permeates subsequent explorations. A theoretical perspective of PBL follows, exploring its underpinnings and theoretical frameworks. This is complemented by a comparative analysis, offering insights into PBL's efficacy compared to traditional learning methods.

The second section examines the alignment of PBL with Outcomes-Based Education and lays the groundwork for a coherent and practical integration of these educational approaches within the Engineering curriculum, and also offers methodological approaches to deliver and practice PBL.

The third section explores PBL's application for reinforcing engineering education, emphasising its tangible impact. It probes into PBL as a means to instil entrepreneurial attributes in students and further expands to encompass the decolonisation and internationalisation of engineering education through PBL.

The final section provides case studies, offer plausible examples, reflect on the lessons learned and draw insightful conclusions, synthesising the findings into a cohesive whole.

Overall, this book seeks to make a substantial contribution to the ongoing discourse on innovative teaching methodologies, particularly within the context of engineering education. Through a meticulous examination of theoretical foundations, comparative analyses, and the provision of practical methodologies, it aims to serve as a valuable resource for educators, researchers, and policymakers who seek to enhance the effectiveness and relevance of engineering education in our ever-evolving world.

Zielgruppe

Academic and Professional Reference

Autoren/Hrsg.

Das, Dillip K.

Fachgebiete

• Technische Wissenschaften Bauingenieurwesen Bauingenieurwesen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Technische Wissenschaften Technik Allgemein Technik: Allgemeines
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Technische Wissenschaften Umwelttechnik | Umwelttechnologie Umwelttechnik
• Technische Wissenschaften Bauingenieurwesen Baukonstruktion, Baufachmaterialien
• Geowissenschaften Umweltwissenschaften Umwelttechnik

Inhaltsverzeichnis

Section A: Background and Theoretical Perspectives. 1. Problem-Based Learning (PBL): Background. 2. Problem-Based Learning: Theoretical Foundations and Pedagogical Approaches. 3. A Comparative Analysis of Problem-Based Learning and Traditional Methods of Learning. 4. Challenges in Engineering Education and the Prospective Role of Problem-Based Learning. Section B: Methodological Aspects of PBL.  5. Alignment of Problem-Based Learning with Outcomes-Based Learning. 6. A Methodological Approach for Problem-Based Learning in Engineering Education. Section C: Implications of PBL Engineering Education.  7. Problem-Based Learning for Reinforcing Engineering Education. 8. Problem-Based Learning as A Means for Embedding Entrepreneurial Attributes Among Engineering Students. 9. Decolonisation and Internationalisation of Engineering Education through Problem-Based Learning. Section D: Case Studies, Plausible Examples and Reflections and Future Direction. 10. Problem-Based Learning in Engineering: Case Studies Across Disciplines. 11. Plausible Examples of Problem-Based Learning. 12. Reflections and Future Directions in Problem-Based Learning for Engineering Education.

Über Autor(innen)

Dillip K. Das holds a Ph.D. in Urban and Regional Planning, complemented by a background in Civil Engineering and City Planning. He is currently actively involved in teaching, research, and community engagement as an Associate Professor in the Discipline of Civil Engineering at the University of KwaZulu-Natal, Durban, South Africa. He is co-author of two books, namely "Planning for Regional Tourism Development" and "Planning for Balanced Regional Development," and has published over 180 peer-reviewed research articles. In 2018-19 he co-led a teaching and learning linked project aimed at enhancing the capacity of engineering education teaching staff members in South Africa in collaboration with STEaPP UCL, UK. The project centred on engineering education through Problem-Based Learning approaches.