Active, experiential and reflective training in civil engineering: evaluation of a project-based learning proposal

Abstract: In today's industry, employers are looking for civil engineering graduates who have acquired not only substantial technical and scientific knowledge, but who also have good life-long learning skills such as problem solving, creativity and communication skills. Therefore, it is necessary to leave behind the pedagogical approaches exclusively sustained in masterclasses in favour of active, experiential and reflective curricula. Thus, a Project-Based Learning (PjBL) strategy has been developed as part of two geotechnical courses within a civil engineering degree in Spain to promote these skills. A qualitative analysis of the implemented PjBL strategy is performed by means of questionnaires and interviews with the aim of considering the participants' perceptions. The results of the analysis are presented under the following headings: benefits and difficulties of the PjBL, teacher role, traditional teaching methods and measures of improvement. The results suggest a satisfactory implementation, and they have allowed the authors to share the lessons learned from this experience by generating some "tips" for future implementations.

Otras publicaciones de la misma revista o congreso con autores/as de la Universidad de Cantabria

 Autoría: Miranda M., Saiz-Linares Á., da Costa A., Castro J.,

 Fuente: European Journal of Engineering Education Volume 45, 2020 - Issue 6 Pages 937-956

Editorial: Taylor and Francis Ltd.

 Año de publicación: 2020

Nº de páginas: 31

Tipo de publicación: Artículo de Revista

 DOI: 10.1080/03043797.2020.1785400

ISSN: 0304-3797,1469-5898

Url de la publicación: https://www.tandfonline.com/doi/pdf/10.1080/03043797.2020.1785400