Problem Based Learning and sustainability: Experiences from teaching LCA at Aalborg University

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

Resumé

Problem-Based Learning (PBL) is a style of active learning based on problem solving. PBL aims at providing university students with flexible knowledge, capacity to self-learning, and skills in problem solving and collaboration. In this context, the present study explores the advantages and challenges that the PBL model offers for developing five key competences in sustainability: (i) system thinking, (ii) interpersonal competence, (iii) anticipatory competence, (iv) strategic competence, (v) normative competences. The study draws on the experiences from PBL activities performed at Aalborg University (AAU), Denmark, and focuses on the teaching of Life Cycle Assessment as a method for sustainability assessment. The objective is providing recommendations for future LCA teaching and learning. PBL activites performed at AAU were evaluated critically to detemine to what extent they addressed and contributed in developing the five competences. Stenghts and areas for improvement were identified. The study is based on direct observation of activities of students and teachers and its scope is limited to the activities on the topic of LCA during the academic years 2006-2013. The study provided examples of how PBL-approaches were used to develop five specific competences in sustainability. It is concluded that -for the case fo LCA teaching at AAU- the PBL model included activities to develop system thinking, interpersonal competence, and normative competence. However, the PBL approach should be strenghtened regarding its application to the development of anticipatory and stragegic competences.
OriginalsprogEngelsk
Publikationsdato2014
Antal sider2
StatusUdgivet - 2014
BegivenhedSETAC Europe 24th Annual Meeting: Science across bridges, borders and boundaries - Congress centre, Basel, Schweiz
Varighed: 11 maj 201415 maj 2014

Konference

KonferenceSETAC Europe 24th Annual Meeting
LokationCongress centre
LandSchweiz
ByBasel
Periode11/05/201415/05/2014

Fingerprint

sustainability
Teaching
learning
experience
life cycle assessment
Denmark
student
university
teacher

Citer dette

@conference{3ceed95f0a28458a8c46b5a2ff056af1,
title = "Problem Based Learning and sustainability: Experiences from teaching LCA at Aalborg University",
abstract = "Problem-Based Learning (PBL) is a style of active learning based on problem solving. PBL aims at providing university students with flexible knowledge, capacity to self-learning, and skills in problem solving and collaboration. In this context, the present study explores the advantages and challenges that the PBL model offers for developing five key competences in sustainability: (i) system thinking, (ii) interpersonal competence, (iii) anticipatory competence, (iv) strategic competence, (v) normative competences. The study draws on the experiences from PBL activities performed at Aalborg University (AAU), Denmark, and focuses on the teaching of Life Cycle Assessment as a method for sustainability assessment. The objective is providing recommendations for future LCA teaching and learning. PBL activites performed at AAU were evaluated critically to detemine to what extent they addressed and contributed in developing the five competences. Stenghts and areas for improvement were identified. The study is based on direct observation of activities of students and teachers and its scope is limited to the activities on the topic of LCA during the academic years 2006-2013. The study provided examples of how PBL-approaches were used to develop five specific competences in sustainability. It is concluded that -for the case fo LCA teaching at AAU- the PBL model included activities to develop system thinking, interpersonal competence, and normative competence. However, the PBL approach should be strenghtened regarding its application to the development of anticipatory and stragegic competences.",
keywords = "Problem based learning, Life Cycle Assessment, Sustainability",
author = "Massimo Pizzol and S{\o}ren L{\o}kke and Schmidt, {Jannick H{\o}jrup}",
year = "2014",
language = "English",
note = "SETAC Europe 24th Annual Meeting : Science across bridges, borders and boundaries, SETAC 2014 ; Conference date: 11-05-2014 Through 15-05-2014",

}

Problem Based Learning and sustainability : Experiences from teaching LCA at Aalborg University. / Pizzol, Massimo; Løkke, Søren; Schmidt, Jannick Højrup.

2014. Abstract fra SETAC Europe 24th Annual Meeting, Basel, Schweiz.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

TY - ABST

T1 - Problem Based Learning and sustainability

T2 - Experiences from teaching LCA at Aalborg University

AU - Pizzol, Massimo

AU - Løkke, Søren

AU - Schmidt, Jannick Højrup

PY - 2014

Y1 - 2014

N2 - Problem-Based Learning (PBL) is a style of active learning based on problem solving. PBL aims at providing university students with flexible knowledge, capacity to self-learning, and skills in problem solving and collaboration. In this context, the present study explores the advantages and challenges that the PBL model offers for developing five key competences in sustainability: (i) system thinking, (ii) interpersonal competence, (iii) anticipatory competence, (iv) strategic competence, (v) normative competences. The study draws on the experiences from PBL activities performed at Aalborg University (AAU), Denmark, and focuses on the teaching of Life Cycle Assessment as a method for sustainability assessment. The objective is providing recommendations for future LCA teaching and learning. PBL activites performed at AAU were evaluated critically to detemine to what extent they addressed and contributed in developing the five competences. Stenghts and areas for improvement were identified. The study is based on direct observation of activities of students and teachers and its scope is limited to the activities on the topic of LCA during the academic years 2006-2013. The study provided examples of how PBL-approaches were used to develop five specific competences in sustainability. It is concluded that -for the case fo LCA teaching at AAU- the PBL model included activities to develop system thinking, interpersonal competence, and normative competence. However, the PBL approach should be strenghtened regarding its application to the development of anticipatory and stragegic competences.

AB - Problem-Based Learning (PBL) is a style of active learning based on problem solving. PBL aims at providing university students with flexible knowledge, capacity to self-learning, and skills in problem solving and collaboration. In this context, the present study explores the advantages and challenges that the PBL model offers for developing five key competences in sustainability: (i) system thinking, (ii) interpersonal competence, (iii) anticipatory competence, (iv) strategic competence, (v) normative competences. The study draws on the experiences from PBL activities performed at Aalborg University (AAU), Denmark, and focuses on the teaching of Life Cycle Assessment as a method for sustainability assessment. The objective is providing recommendations for future LCA teaching and learning. PBL activites performed at AAU were evaluated critically to detemine to what extent they addressed and contributed in developing the five competences. Stenghts and areas for improvement were identified. The study is based on direct observation of activities of students and teachers and its scope is limited to the activities on the topic of LCA during the academic years 2006-2013. The study provided examples of how PBL-approaches were used to develop five specific competences in sustainability. It is concluded that -for the case fo LCA teaching at AAU- the PBL model included activities to develop system thinking, interpersonal competence, and normative competence. However, the PBL approach should be strenghtened regarding its application to the development of anticipatory and stragegic competences.

KW - Problem based learning

KW - Life Cycle Assessment

KW - Sustainability

M3 - Conference abstract for conference

ER -