A problem-based approach to teaching a course in engineering mechanics
Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt
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A problem-based approach to teaching a course in engineering mechanics. / Abou-Hayt, Imad Fawzi; Dahl, Bettina; Rump, Camilla Østerberg.
8th International Research Symposium on Problem-Based Learning, IRSPBL 2020. red. / Aida Guerra; Anette Kolmos; Juebei Chen; Maiken Winther. Aalborg University, 2020. s. 499-509 (International Research Symposium on PBL).Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt
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TY - GEN
T1 - A problem-based approach to teaching a course in engineering mechanics
AU - Abou-Hayt, Imad Fawzi
AU - Dahl, Bettina
AU - Rump, Camilla Østerberg
N1 - Publisher Copyright: © The authors, 2020.
PY - 2020
Y1 - 2020
N2 - Problem-Based Learning (PBL) can be defined as a learning environment where problems drive the learning. A teaching session begins with a problem to be solved, in such a way that students need to gain new knowledge before they can solve the problem. This paper discusses the application of PBL to teaching an introductory course in engineering mechanics at Aalborg University, Copenhagen, Denmark for first semester students enrolled in the program “Sustainable Design". We pose realistic problems which do not necessarily have a single correct solution. Project work in groups also presents itself as a supplement for conventional engineering education. The students themselves should interpret the problem posed, gather needed information, identify possible solutions, evaluate options and present conclusions. The paper also presents an initial assessment of the experiences gained from implementing PBL in the course. We conclude with a discussion of some issues in implementing PBL in engineering and mathematics courses.
AB - Problem-Based Learning (PBL) can be defined as a learning environment where problems drive the learning. A teaching session begins with a problem to be solved, in such a way that students need to gain new knowledge before they can solve the problem. This paper discusses the application of PBL to teaching an introductory course in engineering mechanics at Aalborg University, Copenhagen, Denmark for first semester students enrolled in the program “Sustainable Design". We pose realistic problems which do not necessarily have a single correct solution. Project work in groups also presents itself as a supplement for conventional engineering education. The students themselves should interpret the problem posed, gather needed information, identify possible solutions, evaluate options and present conclusions. The paper also presents an initial assessment of the experiences gained from implementing PBL in the course. We conclude with a discussion of some issues in implementing PBL in engineering and mathematics courses.
KW - Engineering mathematics
KW - Engineering mechanics
KW - Interdisciplinary
KW - PBL
M3 - Article in proceedings
AN - SCOPUS:85113186384
SN - 9788772103136
T3 - International Research Symposium on PBL
SP - 499
EP - 509
BT - 8th International Research Symposium on Problem-Based Learning, IRSPBL 2020
A2 - Guerra, Aida
A2 - Kolmos, Anette
A2 - Chen, Juebei
A2 - Winther, Maiken
PB - Aalborg University
T2 - 8th International Research Symposium on Problem-Based Learning, IRSPBL 2020
Y2 - 18 August 2020 through 21 August 2020
ER -
ID: 286501892