Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/1752
Title: Teacher's experiences in PBL: implications for practice
Authors: Alves, Anabela Cavalho
Sousa, Rui M.
Fernandes, Sandra
Cardoso, Elisabete P. C.
Carvalho, M. Alice
Figueiredo, Jorge Manuel
Pereira, Rui M. S.
Keywords: Project-based Learning (PBL)
Engineering Education
Industrial Engineering and Management Education
Teacher's perceptions
Student Engagement
Issue Date: Mar-2015
Publisher: Taylor & Francis
Citation: Alves, A. C., Sousa, R. M., Fernandes, S., Cardoso, E., Carvalho, M. A., Figueiredo, J. & Pereira, R. M. (2016). Teacher's experiences in PBL: implications for practice. European Journal of Engineering Education. 41 (2), pp. 123-141.
Abstract: Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers’ experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed.
URI: http://hdl.handle.net/11328/1752
Appears in Collections:INPP - Artigos em Revistas Internacionais / Papers in International Journals

Files in This Item:
File Description SizeFormat 
2015_revistaISI_EuropeanJournalEngEducation.pdf690.13 kBAdobe PDFView/Open    Request a copy


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.