A Problem-Based Approach to Teaching a Course in Engineering Mechanics

Imad Abou-Hayt, Bettina Dahl, Camilla Østerberg Rump

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

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Abstract

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.
Original languageEnglish
Title of host publicationEducate for the future : PBL, Sustainability and Digitalisation 2020
EditorsAida Guerra, Juebei Chen, Maiken Winther, Anette Kolmos
Number of pages11
PublisherAalborg Universitetsforlag
Publication date2020
Edition1
Pages499-509
ISBN (Electronic)978-87-7210-313-6
Publication statusPublished - 2020
Event8th International Research Symposium on PBL -
Duration: 18 Aug 202018 Aug 2020

Conference

Conference8th International Research Symposium on PBL
Period18/08/202018/08/2020
SeriesInternational Research Symposium on PBL
ISSN2446-3833

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