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

Resultado de la investigación: Capítulo en Libro/Reporte/ConferenciaContribución a la 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 originalInglés estadounidense
Título de la publicación alojada2017 Research in Engineering Education Symposium, REES 2017
EditorialCurran Associates, Inc.
Páginas478-488
Número de páginas10
Volumen2
Edición2
ISBN (versión impresa)978-1-5108-4941-9
EstadoPublicada - jul 8 2017
Evento2017 Research in Engineering Education Symposium, REES 2017 - Bogota, Colombia
Duración: jul 6 2017jul 8 2017

Conferencia

Conferencia2017 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

  • Educación
  • Informática (miscelánea)
  • Ingeniería (miscelánea)

Citar esto

Miguel-Cruz, A., Rodríguez-Dueñas, W. R., Flórez-Luna, N., & Quiroga-Torres, D. A. (2017). Does the project-based-learning (PBL) strategy change first-year students' perceptions of the engineering profession? En 2017 Research in Engineering Education Symposium, REES 2017 (2 ed., Vol. 2, pp. 478-488). Curran Associates, Inc..
Miguel-Cruz, Antonio ; Rodríguez-Dueñas, William R. ; Flórez-Luna, Néstor ; Quiroga-Torres, Daniel A. / Does the project-based-learning (PBL) strategy change first-year students' perceptions of the engineering profession?. 2017 Research in Engineering Education Symposium, REES 2017. Vol. 2 2. ed. Curran Associates, Inc., 2017. pp. 478-488
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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.",
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Miguel-Cruz, A, Rodríguez-Dueñas, WR, Flórez-Luna, N & Quiroga-Torres, DA 2017, Does the project-based-learning (PBL) strategy change first-year students' perceptions of the engineering profession? En 2017 Research in Engineering Education Symposium, REES 2017. 2 ed., vol. 2, Curran Associates, Inc., pp. 478-488, 2017 Research in Engineering Education Symposium, REES 2017, Bogota, Colombia, 7/6/17.

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. Vol. 2 2. ed. Curran Associates, Inc., 2017. p. 478-488.

Resultado de la investigación: Capítulo en Libro/Reporte/ConferenciaContribución a la conferencia

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AU - Quiroga-Torres, Daniel A.

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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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Miguel-Cruz A, Rodríguez-Dueñas WR, Flórez-Luna N, Quiroga-Torres DA. Does the project-based-learning (PBL) strategy change first-year students' perceptions of the engineering profession? En 2017 Research in Engineering Education Symposium, REES 2017. 2 ed. Vol. 2. Curran Associates, Inc. 2017. p. 478-488