Strengths and weaknesses of problem-based learning in engineeriing education: students’ and tutors’ perspectives

Date

2010-01-01

Author

Ateş, Özlem
Eryılmaz, Ali

Metadata

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This study aims to analyze the strengths and weaknesses of problem-based learning (PBL) implementations in engineering education and problems encountered in it from the perspectives of tutors and students. A case study design was employed in this study. To this end, four tutors, their five PBL modules, and fourteen students were selected. The data were collected by means of observations, interviews, and additional data sources. The results indicated that gaining engineer’s viewpoint and self confidence; improvement of communication skills, problemsolving skills, and self-directed learning skills were commonly mentioned strengths of PBL. On the other hand, weaknesses of PBL and problems of it were gathered under seven sections such as tutors’ weaknesses, students’ weaknesses, scenarios’ weaknesses, assessment weaknesses, presentation weaknesses; tutors’ problems in PBL and students’ problems in PBL. Those results should be taken into account by the curriculum developers and administrators while preparing/evaluating their PBL curriculum and making necessary revisions to overcome these weaknesses and solve problems.

Subject Keywords

Problem based learning, Active learning, Engineering education, Probleme dayalı öğrenme, Aktif öğrenme, Mühendislik eğitimi

URI

https://hdl.handle.net/11511/75876
https://dergipark.org.tr/tr/download/article-file/231688

Journal

Journal of the Buca Educational Sciences Faculty

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

Ö. Ateş and A. Eryılmaz, “Strengths and weaknesses of problem-based learning in engineeriing education: students’ and tutors’ perspectives,” Journal of the Buca Educational Sciences Faculty, pp. 40–58, 2010, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/75876.