Teacher's experiences in PBL: implications for practice

dc.contributor.authorAlves, Anabela C.
dc.contributor.authorSousa, Rui M.
dc.contributor.authorCardoso, Elisabete P. C.
dc.contributor.authorCarvalho, M. Alice
dc.contributor.authorFigueiredo, Jorge Manuel
dc.contributor.authorPereira, Rui M. S.
dc.contributor.authorFernandes, Sandra
dc.date.accessioned2017-02-13T17:59:04Z
dc.date.available2017-02-13T17:59:04Z
dc.date.issued2015-03
dc.description.abstractProject-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.pt_PT
dc.identifier.citationAlves, 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.pt_PT
dc.identifier.doi10.1080/03043797.2015.1023782pt_PT
dc.identifier.urihttp://hdl.handle.net/11328/1752
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor & Francispt_PT
dc.relation.publisherversionhttp://www.tandfonline.com/doi/full/10.1080/03043797.2015.1023782#.VbnoV7X6iKIpt_PT
dc.rightsrestricted accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectProject-based Learning (PBL)pt_PT
dc.subjectEngineering Educationpt_PT
dc.subjectIndustrial Engineering and Management Educationpt_PT
dc.subjectTeacher's perceptionspt_PT
dc.subjectStudent Engagementpt_PT
dc.titleTeacher's experiences in PBL: implications for practicept_PT
dc.typejournal articlept_PT
degois.publication.firstPage123pt_PT
degois.publication.issue41pt_PT
degois.publication.lastPage141pt_PT
degois.publication.titleEuropean Journal of Engineering Educationpt_PT
degois.publication.volume2pt_PT
dspace.entity.typePublicationen
person.affiliation.nameI2P - Instituto Portucalense de Psicologia
person.familyNameFernandes
person.givenNameSandra
person.identifier.ciencia-idD617-2C98-5011
person.identifier.orcid0000-0003-4712-4249
person.identifier.ridQ-2679-2019
person.identifier.scopus-author-id16315361800
relation.isAuthorOfPublication31cac8f7-2343-4567-9a41-454606455b42
relation.isAuthorOfPublication.latestForDiscovery31cac8f7-2343-4567-9a41-454606455b42

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