From problem-based learning to practice-based education: a framework for shaping future engineers

Mann, Llewellyn; Chang, Rosemary; Chandrasekaran, Siva; Coddington, Alicen; Daniel, Scott; Cook, Emily; Crossin, Enda; Cosson, Barbara; Turner, Jennifer; Mazzurco, Andrea; Dohaney, Jacqueline; O'Hanlon, Tim; Pickering, Janine; Walker, Suzanne; Maclean, Francesca; Smith, Tim D.

doi:10.1080/03043797.2019.1708867

Cited by 85 publications

(74 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results for the people and broader context domains suggest that HE educators should provide tailored support to students in mastering techniques to involve multiple stakeholders in the design process and recognize the contextual complexities of HE projects, especially in relation to the ethical dimensions of HE work. Educational models such as the Conceive Design Implement Operate approach (Crawley, Malmqvist, Östlund, Brodeur, & Edström, ), practice‐based education (Mann et al, in press), and service learning (Lima, Oakes, & Gruender, ) could be effective in ensuring these outcomes.…”

Section: Discussionmentioning

confidence: 99%

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Mazzurco

Daniel

2020

J of Engineering Edu

Self Cite

View full text Add to dashboard Cite

Background Humanitarian engineering (HE) is rapidly emerging in universities and professional workplaces worldwide. In HE, socio‐technical thinking is fundamental as HE projects exist at the intersection of engineering and sustainable community development. However, the literature still lacks an understanding of the key features of socio‐technical thinking. Purpose/Hypothesis The purpose of this article is to investigate the key characteristics that distinguish the socio‐technical thinking of an expert from a novice in the context of HE projects. Design/Method We distributed the Energy Conversion Playground (ECP) design task to students starting their engineering degree (n = 26) and practitioners (n = 16). We iteratively and inductively analyzed the responses to develop a rubric characterizing the key features of expert socio‐technical thinking. We then scored participants' responses and compared them to identify differences between students and practitioners. Results The analysis showed that expert socio‐technical thinkers can provide high‐quality considerations across three domains: technology, people, and broader context. The comparison of the participants' scores showed that both students and practitioners scored highly in the technology domain. In contrast, students scored poorly in the people and broader contexts domains, identifying only simplistic considerations in these non‐technical areas, if at all. Conclusions This study provides novel insights into the development of socio‐technical thinking and further validates the ECP as a trustworthy measure of socio‐technical thinking. Implications for engineering educators and multiple lines of future research are also discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Mazzurco

Daniel

2020

J of Engineering Edu

Self Cite

View full text Add to dashboard Cite

show abstract

“…Let us look at an extreme example of letting go of that paradigm and consider practice-based education, a pedagogy conceived as a means to address the need to prepare students for actual problem complexity within the constraints of traditional education systems (Mann et al, 2020). This pedagogy is problem-based learning augmented by solving real client problems in teams in an authentic engineering work environment in a curriculum nearly devoid of traditional classroom-based coursework.…”

Section: Learning Systemsmentioning

confidence: 99%

Frontier: Discipline-Based Education Research to Advance Authentic Learning in Agricultural and Biological Engineering

Diefes‐Dux¹

2021

Transactions of the ASABE

View full text Add to dashboard Cite

HighlightsDiscipline-based education research can provide unique insights for agricultural and biological engineering.Authentic learning has the potential to transform teaching practices and student learning.Work in the five areas of engineering education research provides a foundation for discipline-specific inquiry.An agricultural and biological engineering education research agenda is advised. Keywords: Authentic learning, Discipline-based education research.

show abstract

“…Now the students have to compete with different real-life problems in the society. Various problems-solved learning strategies have been applied in various disciplines in different educational context (De-Graaff et al, 2007;English & Kitsantas, 2013;Desnylasari et al, 2016;Pinter & Cisar, 2018;Mann et al, 2020). The purpose of this study is to review the traditional lecture and project-based learning strategies in various educational context.…”

Section: Figure2: Essential Elements In Project-based Learningmentioning

confidence: 99%

Project-Based Versus Traditional Lecture Teaching Methods

Hafeez¹

2021

edu

View full text Add to dashboard Cite

To compete the world in 21st century, it is necessary to adopt the modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previous published articles have selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed the significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.

show abstract

From problem-based learning to practice-based education: a framework for shaping future engineers

Cited by 85 publications

References 55 publications

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Frontier: Discipline-Based Education Research to Advance Authentic Learning in Agricultural and Biological Engineering

Project-Based Versus Traditional Lecture Teaching Methods

Contact Info

Product

Resources

About