Design, Assessment, and Evaluation of a Problem-based Learning Environment in Undergraduate Engineering
Titel:
Design, Assessment, and Evaluation of a Problem-based Learning Environment in Undergraduate Engineering
Auteur:
Reeves, Thomas C. Laffey, James M.
Verschenen in:
Higher education research & development
Paginering:
Jaargang 18 (1999) nr. 2 pagina's 219-232
Jaar:
1999-06
Inhoud:
This article describes the design, evaluation, and results of an innovative undergraduate engineering course at the U.S. Air Force Academy (USAFA). The course, ENGR 110 — Introduction to Engineering, is a problem-based learning environment in which freshmen students work in teams to solve problems integral to a “mission to Mars”, that is, getting to Mars, constructing a research site on Mars, and developing a renewable power source there. In addition to traditional knowledge and skill objectives, the course focuses on “higher order” outcomes such as: framing and resolving ill-defined problems; communicating via multiple media; exhibiting intellectual curiosity; and developing a rich conceptualisation of engineering. The course is described in terms of a set of pedagogical dimensions for problem-based learning environments. Several cognitive assessment methods were used to assess student achievement and evaluate the effectiveness of the course. Results included statistically and educationally significant differences in “problem-solving” between two classes of ENGR 110 students and two control classes of sophomore engineering students.
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