A case study on project led education in engineering: students' and teachers' perceptions

Rui M. Lima; Dinis Carvalho; Maria Assuncao Flores; Natascha van Hattum - Janssen

doi:10.1080/03043790701278599

A case study on project led education in engineering: students' and teachers' perceptions

Rui M. Lima, Dinis Carvalho, Maria Assuncao Flores, Natascha van Hattum - Janssen

Research output: Contribution to journal › Article › Academic › peer-review

138 Citations (Scopus)

Abstract

This paper explores the extent to which students and teachers are able to acknowledge the strengths and weaknesses of a shift in the approach to teaching and learning from a traditional, teacher-centred perspective towards project- and learner-centred education. It reports on a case study aimed at exploring students' and teachers' perceptions of a project-led education course carried out at an engineering course at a Portuguese university. Data were collected through questionnaires, letters and interviews. Findings suggest, in spite of some negative experiences and final results for some of the students, a clear recognition of the benefits of a project-based approach to both the teaching staff as well as the students. Both are able to identify interdisciplinarity, high student motivation and the acquisition of soft skills as key features of project-led education.

Original language	English
Pages (from-to)	337-347
Journal	European journal of engineering education
Volume	32
Issue number	3
DOIs	https://doi.org/10.1080/03043790701278599
Publication status	Published - Jun 2007
Externally published	Yes

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abstract = "This paper explores the extent to which students and teachers are able to acknowledge the strengths and weaknesses of a shift in the approach to teaching and learning from a traditional, teacher-centred perspective towards project- and learner-centred education. It reports on a case study aimed at exploring students' and teachers' perceptions of a project-led education course carried out at an engineering course at a Portuguese university. Data were collected through questionnaires, letters and interviews. Findings suggest, in spite of some negative experiences and final results for some of the students, a clear recognition of the benefits of a project-based approach to both the teaching staff as well as the students. Both are able to identify interdisciplinarity, high student motivation and the acquisition of soft skills as key features of project-led education.",

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AB - This paper explores the extent to which students and teachers are able to acknowledge the strengths and weaknesses of a shift in the approach to teaching and learning from a traditional, teacher-centred perspective towards project- and learner-centred education. It reports on a case study aimed at exploring students' and teachers' perceptions of a project-led education course carried out at an engineering course at a Portuguese university. Data were collected through questionnaires, letters and interviews. Findings suggest, in spite of some negative experiences and final results for some of the students, a clear recognition of the benefits of a project-based approach to both the teaching staff as well as the students. Both are able to identify interdisciplinarity, high student motivation and the acquisition of soft skills as key features of project-led education.

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A case study on project led education in engineering: students' and teachers' perceptions

Abstract

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