Ein problembasiertes Lernszenario aus der Perspektive von Studierenden

Zinn, Bernd; Faßhauer, Uwe

doi:10.3217/zfhe-7-03/09

Cited by 3 publications

(3 citation statements)

References 1 publication

(2 reference statements)

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“…By taking into account that a task only becomes a problem when certain boundary conditions are incomplete or even contradictory, whereby the task becomes a certain complexity, the method of problem-oriented learning is used [14]. As a prospective engineer, students must be able to analyze a problem from an engineering point of view and make sensible assumptions about missing sizes, which is often the case in the initial launch of products.…”

Section: Implementation Into the Curriculummentioning

confidence: 99%

Skill Development through a Lead Example Driven Curriculum

Dumschat¹,

Stetter²,

Rottmann³

2019

IJIBS

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Observations made at the Ravensburg-Weingarten University (RWU), have shown that interdisciplinary students entering the first semester face major challenges, particularly in the STEM (science, technology, engineering and mathematics) fields. Field investigations have identified two significant indicators for these difficulties: abstract teaching contents and missing links to their later application.To overcome this, an interlinked curriculum was introduced at the RWU, where a "lead example" leads the teaching. The key objective is to improve the reflective, practice-and problem-oriented learning in order to strengthen the competencies of the students. To consolidate their understanding of the educational content, the "lead example" is integrated throughout several courses, depending on the lecture priorities. There is a continuous exchange between theoreticalknowledge teaching and problem-oriented learning, so that student motivation is improved, as well as, their ability to implement and reflect upon what they have learned in a more effective way.

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Section: Implementation Into the Curriculummentioning

confidence: 99%

Skill Development through a Lead Example Driven Curriculum

Dumschat¹,

Stetter²,

Rottmann³

2019

IJIBS

View full text Add to dashboard Cite

show abstract

“…An even better measure seems to be the direct link to real teaching experiences, which has had beneficial effects on learners' motivation and personal involvement (cf. Zinn & Faßhauer, 2012;Fraefel, Bernhardsson-Laros, & Bäuerlein, 2016).…”

Section: Problem Cases For Direct Application Of Acquired Knowledgementioning

confidence: 99%

“…On the one hand, the PBL approach does seem to support strong theory-practice alignment, as observed in various forms of PBL implementations September 2017 | Volume 11 | Issue 2 through measures of student self-report (e.g., Wilhelm & Brovelli, 2009;Zinn & Faßhauer, 2012;Scholkmann & Küng, 2016) and through actual testing of the acquired skills (Wagner et al, 2013;De Simone, 2008). On the other hand, there are well-acknowledged challenges, most notably the high demand on the learners' time and effort, and learners' potential difficulties to adjust to a new, rather different teaching approach (De Simone, 2008;2014;Patrick & McPhee, 2014).…”

Section: Introductionmentioning

confidence: 99%