Does the project-based-learning (PBL) strategy change first-year students' perceptions of the engineering profession?

Resultado de la investigación: Contribución a libro /Tipo informe o reporteContribución en conferencia

Resumen

The purpose of this study is to describe how students' perceptions of the engineering profession change overall as a result of the implementation of the project-based-learning (PBL) strategy in an introductory biomedical engineering course. This is a pre- post-test with no control group study design. Two classes (n = 113) of the course participated in a hybrid lecture+PBL learning strategy. A survey comprising a demographic and 5-point Likert sections measured students' perceptions of the engineering profession. The survey was administered three times; (first week, baseline, T0), when students were exposed to lectures only (sixth week, T1), and after the implementation of the PBL strategy, T2. No statistically significant results in the students' perceptions in the baseline compared with T1 (p<0.566) and statistically significant change in the students' perceptions in T1 compared with T2 (p<0.024) were found. The PBL educative strategy positively changed first-year students' perceptions of the engineering profession.

Idioma originalEnglish (US)
Título de la publicación alojada2017 Research in Engineering Education Symposium, REES 2017
EstadoPublished - ene 1 2017
Evento2017 Research in Engineering Education Symposium, REES 2017 - Bogota
Duración: jul 6 2017jul 8 2017

Conference

Conference2017 Research in Engineering Education Symposium, REES 2017
PaísColombia
CiudadBogota
Período7/6/177/8/17

Huella dactilar

first-year student
learning strategy
profession
Students
engineering
student
study group
Biomedical engineering
learning

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science (miscellaneous)
  • Engineering (miscellaneous)

Citar esto

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title = "Does the project-based-learning (PBL) strategy change first-year students' perceptions of the engineering profession?",
abstract = "The purpose of this study is to describe how students' perceptions of the engineering profession change overall as a result of the implementation of the project-based-learning (PBL) strategy in an introductory biomedical engineering course. This is a pre- post-test with no control group study design. Two classes (n = 113) of the course participated in a hybrid lecture+PBL learning strategy. A survey comprising a demographic and 5-point Likert sections measured students' perceptions of the engineering profession. The survey was administered three times; (first week, baseline, T0), when students were exposed to lectures only (sixth week, T1), and after the implementation of the PBL strategy, T2. No statistically significant results in the students' perceptions in the baseline compared with T1 (p<0.566) and statistically significant change in the students' perceptions in T1 compared with T2 (p<0.024) were found. The PBL educative strategy positively changed first-year students' perceptions of the engineering profession.",
author = "Antonio Miguel-Cruz and Rodr{\'i}guez-Due{\~n}as, {William R.} and N{\'e}stor Fl{\'o}rez-Luna and Quiroga-Torres, {Daniel A.}",
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language = "English (US)",
booktitle = "2017 Research in Engineering Education Symposium, REES 2017",

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Does the project-based-learning (PBL) strategy change first-year students' perceptions of the engineering profession? / Miguel-Cruz, Antonio; Rodríguez-Dueñas, William R.; Flórez-Luna, Néstor; Quiroga-Torres, Daniel A.

2017 Research in Engineering Education Symposium, REES 2017. 2017.

Resultado de la investigación: Contribución a libro /Tipo informe o reporteContribución en conferencia

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AU - Miguel-Cruz, Antonio

AU - Rodríguez-Dueñas, William R.

AU - Flórez-Luna, Néstor

AU - Quiroga-Torres, Daniel A.

PY - 2017/1/1

Y1 - 2017/1/1

N2 - The purpose of this study is to describe how students' perceptions of the engineering profession change overall as a result of the implementation of the project-based-learning (PBL) strategy in an introductory biomedical engineering course. This is a pre- post-test with no control group study design. Two classes (n = 113) of the course participated in a hybrid lecture+PBL learning strategy. A survey comprising a demographic and 5-point Likert sections measured students' perceptions of the engineering profession. The survey was administered three times; (first week, baseline, T0), when students were exposed to lectures only (sixth week, T1), and after the implementation of the PBL strategy, T2. No statistically significant results in the students' perceptions in the baseline compared with T1 (p<0.566) and statistically significant change in the students' perceptions in T1 compared with T2 (p<0.024) were found. The PBL educative strategy positively changed first-year students' perceptions of the engineering profession.

AB - The purpose of this study is to describe how students' perceptions of the engineering profession change overall as a result of the implementation of the project-based-learning (PBL) strategy in an introductory biomedical engineering course. This is a pre- post-test with no control group study design. Two classes (n = 113) of the course participated in a hybrid lecture+PBL learning strategy. A survey comprising a demographic and 5-point Likert sections measured students' perceptions of the engineering profession. The survey was administered three times; (first week, baseline, T0), when students were exposed to lectures only (sixth week, T1), and after the implementation of the PBL strategy, T2. No statistically significant results in the students' perceptions in the baseline compared with T1 (p<0.566) and statistically significant change in the students' perceptions in T1 compared with T2 (p<0.024) were found. The PBL educative strategy positively changed first-year students' perceptions of the engineering profession.

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