New Instructional Approach for Fostering Generic and Professional Competences: Case Study of the Project and Problem Based Learning Engineering Practice Course
Апстракт
In this paper, we present a novel instructional approach introduced to the final year engineering students with the aim of developing their generic and professional competences. The proposed approach, based on project and problem based learning and ill-structured problem solving, was analyzed in the context of competence development and implications for engineering educators. The results of our action research indicate that the generic competences that were found to be significantly fostered were: systems thinking, ambiguity tolerance, asking questions, solving ill-structured problems, ability to apply knowledge in practice, presentation and generating new ideas. Professional competences that were found to be significantly fostered all belong to higher order thinking skills, and include the ability to design and evaluate, analyze, interpret and create new engineering solutions. These findings provide empirical support for the use of applied student-centered strategies for developing co...mpetences relevant for future work, as well as reflections that can support engineering educators in designing similar teaching and learning environments.
Кључне речи:
workplace simulation / project-based learning / implications for engineering educators / generic and professional competence development / engineering studentsИзвор:
International Journal of Engineering Education, 2018, 34, 5, 1581-1591Издавач:
- Tempus Publications
Финансирање / пројекти:
- Ministry of Education, Science and Technological Development of The Republic of Serbia
Институција/група
Psihologija / PsychologyTY - JOUR AU - Božić, Marija AU - Certić, Jelena D. AU - Vukelić, Milica AU - Čizmić, Svetlana PY - 2018 UR - http://reff.f.bg.ac.rs/handle/123456789/2628 AB - In this paper, we present a novel instructional approach introduced to the final year engineering students with the aim of developing their generic and professional competences. The proposed approach, based on project and problem based learning and ill-structured problem solving, was analyzed in the context of competence development and implications for engineering educators. The results of our action research indicate that the generic competences that were found to be significantly fostered were: systems thinking, ambiguity tolerance, asking questions, solving ill-structured problems, ability to apply knowledge in practice, presentation and generating new ideas. Professional competences that were found to be significantly fostered all belong to higher order thinking skills, and include the ability to design and evaluate, analyze, interpret and create new engineering solutions. These findings provide empirical support for the use of applied student-centered strategies for developing competences relevant for future work, as well as reflections that can support engineering educators in designing similar teaching and learning environments. PB - Tempus Publications T2 - International Journal of Engineering Education T1 - New Instructional Approach for Fostering Generic and Professional Competences: Case Study of the Project and Problem Based Learning Engineering Practice Course EP - 1591 IS - 5 SP - 1581 VL - 34 UR - https://hdl.handle.net/21.15107/rcub_reff_2628 ER -
@article{ author = "Božić, Marija and Certić, Jelena D. and Vukelić, Milica and Čizmić, Svetlana", year = "2018", abstract = "In this paper, we present a novel instructional approach introduced to the final year engineering students with the aim of developing their generic and professional competences. The proposed approach, based on project and problem based learning and ill-structured problem solving, was analyzed in the context of competence development and implications for engineering educators. The results of our action research indicate that the generic competences that were found to be significantly fostered were: systems thinking, ambiguity tolerance, asking questions, solving ill-structured problems, ability to apply knowledge in practice, presentation and generating new ideas. Professional competences that were found to be significantly fostered all belong to higher order thinking skills, and include the ability to design and evaluate, analyze, interpret and create new engineering solutions. These findings provide empirical support for the use of applied student-centered strategies for developing competences relevant for future work, as well as reflections that can support engineering educators in designing similar teaching and learning environments.", publisher = "Tempus Publications", journal = "International Journal of Engineering Education", title = "New Instructional Approach for Fostering Generic and Professional Competences: Case Study of the Project and Problem Based Learning Engineering Practice Course", pages = "1591-1581", number = "5", volume = "34", url = "https://hdl.handle.net/21.15107/rcub_reff_2628" }
Božić, M., Certić, J. D., Vukelić, M.,& Čizmić, S.. (2018). New Instructional Approach for Fostering Generic and Professional Competences: Case Study of the Project and Problem Based Learning Engineering Practice Course. in International Journal of Engineering Education Tempus Publications., 34(5), 1581-1591. https://hdl.handle.net/21.15107/rcub_reff_2628
Božić M, Certić JD, Vukelić M, Čizmić S. New Instructional Approach for Fostering Generic and Professional Competences: Case Study of the Project and Problem Based Learning Engineering Practice Course. in International Journal of Engineering Education. 2018;34(5):1581-1591. https://hdl.handle.net/21.15107/rcub_reff_2628 .
Božić, Marija, Certić, Jelena D., Vukelić, Milica, Čizmić, Svetlana, "New Instructional Approach for Fostering Generic and Professional Competences: Case Study of the Project and Problem Based Learning Engineering Practice Course" in International Journal of Engineering Education, 34, no. 5 (2018):1581-1591, https://hdl.handle.net/21.15107/rcub_reff_2628 .