Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories. Alternative teaching approaches are more inductive. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching. The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods. While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes.

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Dr Nathan Scott Dept of Mechanical & Materials Engineering The University of Western Australia 35 Stirling Hwy, Crawley 6009 Western Australia nscott@mechuwaeduau Assoc Prof Roger Hadgraft Teaching & Learning Director School of Civil and Chemical Engineering RMIT University Melbourne, Australia rogerhadgraft@rmiteduau Dr Vojislav (Vic) Ilic College of Science, Technology & Environment Uni of Western Sydney, Kingswood Campus Locked Bag 1797, S Penrith DC NSW 1797 vilic@uwseduau

Engineering Education, Is Problem-Based or Project-Based Learning the Answer

Problem-based learning (PBL) is an instructional model that assumes the centrality of problems to learning. Research on PBL has focused on student learning, student roles, tutor roles, problem design, and technology use (Hung, Jonassen, & Liu, 2008), but little attention in the PBL literature has been paid to the nature of the problems that provide the focus for PBL. In this paper, we articulate a model for evaluating problem diffi culty. Problem diffi culty is defi ne in terms of complexity, including breadth of knowledge, attainment level, intricacy of procedures, relational complexity, and problem structuredness including intransparency, heterogeneity of interpretations, interdisciplinarity, dynamicity, or competing alternatives. Based on these characteristics, we identify four classes of problems and then describe three diff erent kinds of problems: decision-making, diagnosis-solution, and policy problems. We then examine the amenability of these classes and problem types as foci for PBL curricula. Finally, we challenge PBL researchers and designers to consider the issue of problem diffi culty in articulating PBL curricula.

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All Problems are not Equal: Implications for Problem-Based Learning

The success of an intervention depends not only upon its theoretical soundness, but also on proper implementation that reflects the guidelines derived from its theoretical conception. Debates surrounding the effectiveness of problem-based learning (PBL) have focused on its theoretical conception and students’ learning outcomes, but implementation is seemingly absent from the picture. This paper attempts to describe what research evidence is needed to fill in this missing information and provide a clearer picture of PBL. The author examines current PBL implementation practices and identifies potentially confounding variables that may play a role in inconsistent or conflicting research results in PBL. For example, various models of PBL have been developed and implemented to afford the specific instructional needs of the institution or learner population. These PBL models are in fact quite different in terms of the nature of problem solving and the degrees of self-directed learning, which theoretically, should result in different types of learning outcomes. Without distinguishing the models used, the results of comparative PBL research could have been confounded. Furthermore, human factors are another set of confounding variables that could influence the students’ learning processes and consequently affect PBL implementations and research results. To remedy these problems and reach PBL’s full potential, as well as obtain a more accurate picture of PBL as an instructional method and its effects on students’ learning, some fundamental changes are needed.

Theory to reality: a few issues in implementing problem-based learning

This article describes the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education. PBL has been implemented as an overall strategy for several programmes at Maastricht University, for example medicine. The suitability of PBL as an innovation in engineering education is analysed, given the characteristics of this particular domain. Project work and guided small group work also present themselves as alternatives for conventional engineering education. PBL has been implemented as a partial strategy for Mechanical Engineering and Biomedical Engineering at Technische Universiteit Eindhoven. The differences between the medical and the engineering implementation are analysed. PBL offers good prospects in the first few years of a programme, especially if group work tutorials and some directive teaching are added. In later phases project work offers a strong alternative. The conclusion is that PBL has certain limitations, which make it less suitable as an overall strat...

P. A. J. Bouhuijs

Papers

The Suitability of Problem-based Learning for Engineering Education: Theory and practice

Applicability of the Sustained Attention to Response Task (SART) in clinical practice: experience and results from a Tertiary Referral Center