Design and Application of a Creative Strategy Based on the Method of Problem-Based Learning (PBL) in Engineering Students

Bravo, Leonardo Emiro Contreras; Bermúdez, Giovanny Mauricio Tarazona; Molano, José Ignacio Rodríguez

doi:10.1007/978-3-319-95522-3_15

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…On the other hand, one of the student-based methods carried out independently rather than in groups is inquiry-based learning (IBL), which is a student-centered constructivist pedagogy that puts students in control of their learning. Students develop their questions to examine, engage in independent investigation, and collaborate with one another [27]- [29]. IBL requires students to actively build their own knowledge, reason, and compare new with initial concepts.…”

Section: Introductionmentioning

confidence: 99%

Inquiry-Based Learning Implementation to Improve Critical Thinking of Prospective Teachers

Dewi¹,

Ardhana²,

Irtadji³

et al. 2021

IJIET

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Teachers must possess critical thinking skills to become good facilitators in the education process to produce students with high-order thinking skills. This research aims to evaluate the implementation of the inquiry-based learning (IBL) method in improving the critical thinking (CT) skills of prospective teachers with their own learning styles. An experimental study is the research method used in this research with the matching-only pretest–posttest with a control group design. The selected participants consisted of two groups of prospective teachers, a total of 76 people with low critical thinking skills and 50 people with very low skills. The experimental group was given the IBL method, while the control group was given the problem-based learning method, which refers to the latest curriculum. Treatment is given for 8 weeks. The statistical analysis used includes Wilcoxon, Mann–Whitney, and Kruskal–Wallis followed by post hoc. The results of this study show an increase in critical thinking in both the experimental group and the control group. However, the increase in the experimental group was significantly higher than the control group. The increase in experimental group with low and very low CT group did not differ significantly. On the other hand, in the control group, the increase in CT in the low group was significantly higher than the very low group. Furthermore, the Kruskal–Wallis difference test in the experimental group based on learning styles showed that prospective teachers with converging learning styles were more able to follow the IBL method compared to other learning styles.

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Section: Introductionmentioning

confidence: 99%

Inquiry-Based Learning Implementation to Improve Critical Thinking of Prospective Teachers

Dewi¹,

Ardhana²,

Irtadji³

et al. 2021

IJIET

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“…However, to solve engineering problems, especially in the field of mechanical engineering, knowledge and skills of CAD/CAM/CAE are of utmost importance. Bravo et al [28] indicated the importance of such methodology, which gives more responsibility to the students, allowing them to participate more and thus, an opportunity to develop creative skills in the area of design and manufacturing engineering. Additionally, PBL can be further reinforced through the utilization of metacognitive skills on the part of the students to develop methodologies for problem solving [29].…”

Section: Introductionmentioning

confidence: 99%

Integrating CAD/CAE/CAM in Engineering Curricula: A Project-Based Learning Approach

Fernandes

Júnior²,

Daleffe³

et al. 2020

Education Sciences

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Problem-based learning (PBL) approaches are well-accepted and disseminated and have been intensively employed in several engineering programs. This article aims to present a teaching experience in which PBL was applied in one course of a mechanical engineering graduation program. The PBL approach applied is described step-by-step as well as the goals and constraints related to Computer-Aided Design, Engineering and Manufacturing (CAD/CAE/CAM) technologies employed in this particular case. The evaluation process is described, as well as the quantitative results, and also the results obtained from questionnaires answered by the students at the end of the PBL experience. Additionally, the team’s technical success in solving the proposed CAD/CAE/CAM problems was also taken into account. This PBL approach provided the students with the required autonomy to develop their argumentative skills within the team, defending their ideas, and at the same time, promoting self-criticism and ethical and impartial judgment among the other team members.

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“…Then, PBL is applied globally in various professional schools (Burgess et al, 2016). PBL has been applied in architecture (Quilis, et al, 2017;Artieda, et al, 2018), business administration (Haengnam, 2017, chemical engineering (Gu et al , 2016, engineering studies (Bravo et al, 2018), law school (Wijnen, et al, 2017;Sørensen, 2017;Claessens, 2019) in the health sector (Chang, 2016;Kwan, 2017;Sakyi & Kuofi) and teacher education (Oberlander & Talbert-Johnson, 2004).…”

Section: Introductionmentioning

confidence: 99%

Spatial-Problem Based Learning (SPBL) development (preliminary studies for geography learning)

Silviariza

Handoyo

2020

JPG

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Problem Based Learning (PBL) is widely developed and applied to many multidisciplinary sciences. PBL in learning geography needs to be developed to fit the main characteristics of geography, namely the spatial approach. In geography learning, the Spatial Based Learning (SBL) model is often used. SBL is a model that encourages students to think in space. Integrating PBL and SBL will create learning models that are appropriate to the characteristics of geography. The purpose of this study is to develop PBL models by presenting phenomena or spatial problems. The research development design is the method of Borg and Gall (2006): (1) needs analysis, (2) planning, (3) developing initial product forms, (4) initial field testing, (5) major product revisions, (6) carrying out testing field, (7) product revision, and (8) final product revision. The research subjects were geography students and the validator was a doctor of geography education. Data from the validator in the form of in-depth interviews are used to improve product quality. Data from students in the form of questionnaire results are used to determine product eligibility. Data analysis was performed descriptively and statistically. The product of development is Spatial Problem Based Learning (SPBL) which has five steps, namely: (1) spatial problem orientation, (2) formulating spatial problems, (3) collecting and organizing spatial data, (4) analyzing spatial data and discussion, (5) communication. The results of expert validation have a score >65%. The average field test score of the five SPBL syntaxes is 93.2. Based on trials that the SPBL syntax is feasible This is an open access article under the CC-BY-SA license Tersedia secara online http://journal2.um.ac.id/index.php/jpg/

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Design and Application of a Creative Strategy Based on the Method of Problem-Based Learning (PBL) in Engineering Students

Cited by 5 publications

References 8 publications

Inquiry-Based Learning Implementation to Improve Critical Thinking of Prospective Teachers

Inquiry-Based Learning Implementation to Improve Critical Thinking of Prospective Teachers

Integrating CAD/CAE/CAM in Engineering Curricula: A Project-Based Learning Approach

Spatial-Problem Based Learning (SPBL) development (preliminary studies for geography learning)

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