Application of PBL Methodology to the Teaching of Engineering Project Management

Fernández, José Manuel Mesa; Cabal, Valeriano Álvarez; Balsera, Joaquín Villanueva; Huerta, Gemma Martínez

doi:10.1061/(asce)ei.1943-5541.0000002

Cited by 12 publications

(6 citation statements)

References 10 publications

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“…On the other hand, for those students who opted for the PBL+CC methodology, this was deeply explained in the first session and some successful examples were shown and dis-cussed. Then, at this stage, the motivation and acceptance of students were reinforced with the so called driving question, since both are key factors for satisfactory development of PBL+CC, as well as for achieving better learning results [28,29]. The "driving question" was not a single question but an open discussion: "Are we able to correct and/or improving a project carried out by professionals?…”

Section: Methodological Details and Pbl+cc Imple-mentationmentioning

confidence: 99%

Towards Implementation of Innovative Methodologies in Construction Engineering in Chile. A Case Study

Muñoz

Letelier

Bibire

et al. 2016

JESR

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The demands of society are changing rapidly, which in turn enhances the need to prepare qualified professionals with up-dated skills and competencies. Due to this fact, universities must be able to develop new teaching strategies which should be focused, not only in the curricula, but on teaching methodology. This paper shows an experience, developed for the subject matter of electrical installations within the Construction Engineering degree of the Autonomous University of Chile. The aim is to show a Project-Based Learning model using cooperative as well as collaborative strategies, while taking into ac-count both the particular situation of higher education in Chile and the socio-cultural factors of students. The methodology and tools used for its implementation are described and related to obtained results within the Chilean context. It concludes that this teaching method contributes with learning enhancement in terms of strengthening of technical and transversal competencies, while also resulting in a significant improvement of grades, as well as a marked reduction in the absenteeism rate.

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Section: Methodological Details and Pbl+cc Imple-mentationmentioning

confidence: 99%

Towards Implementation of Innovative Methodologies in Construction Engineering in Chile. A Case Study

Muñoz

Letelier

Bibire

et al. 2016

JESR

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show abstract

“…As pesquisas de Ribeiro (2008de Ribeiro ( , 2010, Fernandez et al (2010) O PBL foi implantado apenas na modalidade parcial, pois integra apenas esta disciplina da grade curricular do curso de Engenharia Civil (RI-BEIRO, 2010). Assim, salienta-se que esta disciplina trabalha na perspectiva de projeto por meio da resolução de um problema comum da atuação profissional do engenheiro civil.…”

Section: Pbl: Uma Solução Para Integração E Gerenciamento De Projetosunclassified

PBL: uma solução para integração e gerenciamento dos diversos tipos de projetos na engenharia civil

Lopes¹,

Martins

2017

Gest. Tecnol. Proj.

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RESUMO:Recentes desenvolvimentos O presente trabalho tem por objetivo averiguar os resultados do uso do método Problem-Based Learning (PBL) no processo de ensino-aprendizagem relativo a disciplina Síntese e Integração dos Conhecimentos (SIC) que aborda a integração e o gerenciamento de projetos multidisciplinares de edificações na engenharia civil. A abordagem ocorreu por meio da disciplina de SIC que integra o quarto ano da grade curricular do Curso de Engenharia Civil de uma Instituição de Ensino Superior particular brasileira. A disciplina em questão compõe a grade curricular com a finalidade de integrar as diversas disciplinas da série e também a grande maioria das disciplinas já estudadas pelos discentes do curso nos demais anos. A pesquisa de campo foi desenvolvida por meio da pesquisa-ação durante o ano letivo de 2013 e os dados utilizados nesta pesquisa foram coletados pelo docente em duas turmas de quarto ano, composta por 38 discentes. A implantação do PBL nesta disciplina ocorreu por meio de um problema no qual os discentes, um contexto simulado do cenário real da prática profissional da engenharia civil, desenvolveram como produto final a integração dos diversos tipos de projetos necessários à execução de uma obra residencial em dois pavimentos. Observa-se que foram realizadas sessões tutoriais semanais, nas quais as equipes tinham metas a serem desenvolvidas e apresentadas ao professor. Estas soluções eram discutidas e, por meio de trocas de experiências entre os discentes e o docente poderiam ser melhoradas se necessárias e reapresentadas junto com as metas da próxima semana. Enfim, a melhoria envolvendo a integração foi um processo cíclico até a composição de uma solução tecnicamente satisfatória, considerando que o problema foi comum para todos e que as soluções apresentadas são diferentes entre si, possibilitando a troca de conhecimentos entre os alunos integrantes de cada equipe e entre a equipe e o docente. Os resultados evidenciam que ao utilizar o PBL foi possível afastar-se da metodologia de ensino tradicional que permeia a grande maioria dos cursos de engenharia civil do Brasil, melhorar a capacidade destes alunos para trabalhar em equipe e ampliar a percepção dos mesmos em relação aos benefícios proporcionados pela integração e gerenciamento de projetos. PALAVRAS-CHAVE:Problem-Based Learning, Engenharia Civil, Integração e Gerenciamento de Projetos. ABSTRACT:This study aims to investigate the result of using the Problem-Based Learning (PBL) method in the teaching and learning process in a course of Synthesis and Integration of Knowledge (SIK), which addresses the integration and the management of multidisciplinary projects of building in civil engineering. The approach was through the discipline of SIK, which is in the fourth year of civil engineering undergraduate curriculum of a Brazilian private higher education institution. This discipline makes up the curriculum in order to integrate the various disciplines of the series and the vast majority of subjects already studied by students i...

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“…The practitioners have an average age of 46, 26 are male, 7 are female. A little over half (18) consider them to be project managers, the others are (project) consultants, program managers, managers, sponsors and educators. The project managers have an average budget of 5, 7 million Euro's and an average of 14, 5 years' experience as a project manager.…”

Section: Practitioners In the Netherlandsmentioning

confidence: 99%

Exploring Project Management Education

Nijhuis

2017

Eur. j. soc. sci. educ. res.

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The object of this paper is to explore the actual practice in project management education in the Netherlands and compare it to reference institutions and recent literature. A little over 40% of the Higher Education institutions in the Netherlands mentions PM education in programs and/or courses. A total of 264 courses, minors and programs in the Netherlands found. In reference institutions 33 courses and programs are found and 36 publications deal with actual teaching of project management in Higher Education. Comparing these sources finds traditional methods of teaching and testing, a roughly comparable focus on subjects and an unsupported high claim of learning level, while the number of credits assigned to project management is relatively small. There is a strong focus on planning without execution, which is critiqued as is the promoted Project Based Learning.

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Application of PBL Methodology to the Teaching of Engineering Project Management

Cited by 12 publications

References 10 publications

Towards Implementation of Innovative Methodologies in Construction Engineering in Chile. A Case Study

Towards Implementation of Innovative Methodologies in Construction Engineering in Chile. A Case Study

PBL: uma solução para integração e gerenciamento dos diversos tipos de projetos na engenharia civil

Exploring Project Management Education

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