Teacher's experiences in PBL: implications for practice

Alves, Anabela Carvalho; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete P. C.; Carvalho, M. Alice; Figueiredo, Joana; Pereira, Rui M. S.

doi:10.1080/03043797.2015.1023782

Cited by 40 publications

(35 citation statements)

References 22 publications

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“…As noted, one significant challenge is the integration between the project and the content of the Calculus I course, a problem also faced by University of Minho, Portugal (Alves et al, 2016). As Table 9 shows, student perceptions from 2013 to 2015 reveal that they disagreed more than agreed about the existence of integration between the project and Calculus I.…”

Section: Integration Between Calculus I and The Projectmentioning

confidence: 99%

Application of Project-Based Learning in the first year of an Industrial Engineering Program: lessons learned and challenges

Pereira

Barreto

Pazeti

2017

Prod.

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The Industrial Engineering Program at the School of Engineering of Lorena at the University of São Paulo has been using the Project-Based Learning (PBL) methodology in the first term of the academic year since 2013. This article describes the experience of the first four years of the use, the lessons learned, and the remaining challenges. The use of PBL has been widely recognized by the students as one of the Industrial Engineering program's differentiating features. Lessons have been learned continuously and have been subsequently incorporated to the application of the project. Much has been refined during this time frame but there is much more to be done. Some challenges persist, such as: (i) improving interaction with the course of Calculus I; (ii) enhancing peer evaluation; (iii) expanding the project coordination team, and (iv) refining tools for data collection and analysis Keywords

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Section: Integration Between Calculus I and The Projectmentioning

confidence: 99%

Application of Project-Based Learning in the first year of an Industrial Engineering Program: lessons learned and challenges

Pereira

Barreto

Pazeti

2017

Prod.

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“…In other words, this research aims to identify the main difficulties which PBL raises and define effective strategies to support teachers in managing these difficulties. Some of these difficulties have already been identified in previous research , Mesquita et al, 2009Fernandes et al, 2012;Fernandes et al, 2014;Alves et al, 2015a). …”

Section: Methodsmentioning

confidence: 87%

“…some papers of the same authors of this paper (Alves et al, 2012a;Fernandes et al, 2012;Alves, Mesquita, Moreira & Fernandes, 2012b;Fernandes et al, 2014;Alves et al, 2015b). Less common are papers about what PBL implies for teachers' practices and this has been also concern of authors of this paper Mesquita et al, 2009;Alves et al, 2015a) and, particularly, how they overcome difficulties in this implementation.…”

Section: Discussion Of Results and Recommended Strategiesmentioning

confidence: 99%

“…active methodology (Graaff & Kolmos, 2007;Lima, Carvalho, Flores & van Hattum-Janssen, 2007;Prince, 2004), it also involves teachers on improving their own practices (Lima, Carvalho, Sousa & Alves, 2009;Alves, Sousa, Fernandes, Cardoso, Carvalho, Figueiredo, et al, 2015a). This process is pulled by students and teachers' demands and feedback, and by a more clear awareness of needs for improvement of the PBL methodology in this IEM program.…”

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confidence: 99%

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Managing PBL difficulties in an industrial engineering and management program

Alves

Sousa

Moreira

et al. 2016

JIEM

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Abstract:Purpose: Project-Based Learning (PBL) is considered to be an active learning methodology which can be used to develop both technical and transversal competences in engineering programs. This methodology demands a great deal of work effort from the students and also from the teachers and it requires a meticulous plan and a well-managed project as well. These activities go far beyond the normal activities in traditional lectures, enabling to outpace the difficulties that spur along the way that may be both complex and demotivating. This The aim of this paper is to identify and discuss the main difficulties of the implementation of PBL, mainly from the teachers' perspectives. Additionally, some effective strategies will be recommended to overcome such difficulties. Findings: Integration of courses in the project; student assessment; growing number of students in each team and the need of physical spaces for them; and compartmentalized knowledge has emerged as the main difficulties. To overcome these difficulties some key strategies were recommended.Originality/value: A new perspective based on course teachers' views and experiences will deepen the understanding of the problems and provide inputs for the development of strategies that may improve the effectiveness of PBL and introduce changes for its successful implementation. These strategies are intended to be transferable to other contexts, as most of the problems and constraints are common to other active learning approaches.

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“…In Engineering Education, Problem-based Learning (PBL) has been considered an alternative to improve students' performance and to achieve the desired development of technical and transversal competencies (Alves et al, 2016;Fernandes et al, 2014). In the literature, there are numerous PBL applications in different domains of Production Engineering Education, such as: Mathematics, Sciences and Programming (Alves et al, 2016); Logistics (Grasas & Ramalhinho, 2016); Operations Management (Bamford et al, 2012;Mesquita et al, 2017;Vivas & Allada, 2006); Lean and Six Sigma (Kanigolla et al, 2014); Product Development (Jaeger et al, 2013); and Modeling and Simulation (Pereira et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Skateboard Factory: a teaching case on discrete-event simulation

Mesquita

Mariz

Tomotani

2017

Prod.

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Real-life applications during the teaching process are a desirable practice in simulation education. However, access to real cases imposes some difficulty in implement such practice, especially when the classes are large. This paper presents a teaching case for a computer simulation course in a production engineering undergraduate program. The motivation for the teaching case was to provide students with a realistic manufacturing case to stimulate the learning of simulation concepts and methods in the context of industrial engineering. The case considers a virtual factory of skateboards, which operations include parts manufacturing, final assembly and storage of raw materials, work-in-process and finished products. Students should model and simulate the factory, under push and pull production strategies, using any simulation software available in the laboratory. The teaching case, applied in the last two years, contributed to motivate and consolidate the students' learning of discrete-event simulation. It proved to be a feasible alternative to the previous practice of letting students freely choose a case for their final project, while keeping the essence of project-based learning approach.

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Teacher's experiences in PBL: implications for practice

Cited by 40 publications

References 22 publications

Application of Project-Based Learning in the first year of an Industrial Engineering Program: lessons learned and challenges

Application of Project-Based Learning in the first year of an Industrial Engineering Program: lessons learned and challenges

Managing PBL difficulties in an industrial engineering and management program

The Skateboard Factory: a teaching case on discrete-event simulation

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