Project-based learning: Design of data acquisition module for greenhouse system

Abstract

This study provides a project-based learning case study of the design of data acquisition module for the greenhouse system. The project-based learning environment is provided to the final year undergraduate engineering students where the students try to develop a prototype of a greenhouse system equipped with various sensors and actuators. The learning target is to develop a fully functional laboratory prototype of the greenhouse with sensors and actuators and perform data acquisition and data logging operations in the greenhouse. In addition to the development of hardware prototype, the students are encouraged to learn the theory and modeling aspects behind the problem. The result of the project-based learning approach has been encouraging since the students were able to design the working prototype of the greenhouse with basic control functionalities.

Increasing High School Students' Creativity in Local Wisdom-Based Environmental Studies Through the Project-Based Learning Model

“…Observations in several high schools scientific understanding and performance in chemistry [15]. It also promotes maximum creativity [16], fosters teamwork [17][18], and provides students with extensive hands-on experience [19], [20].…”

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

“…PjBL environments provide students the opportunity to work on authentic projects and develop the skills and competences which are required in potential real-life work environments and real-world industry [54,86,87]. The advantages of applying PjBL in study process are numerous: students have the opportunity to solve real-life, client-centered problems, which also increases their knowledge and better understanding of the specifics of a future job [70,88], students become more engaged in the study process [89] as well as the interest in their future carrier [88], students become active and key participants of learning processes with the opportunity to apply their theoretical knowledge into industrial practices [70,87,90], students are more motivated to engage into acquiring deeper knowledge on the subjects they study [70,91], and their autonomy and creativity, as well as critical thinking, are developed [89,90]; moreover, PjBL focuses on team work and provides the opportunity for students to learn from multiple sources [47,92,93], even become experts in some areas and assume the roles of instructors [22,93].…”