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Disciplinary learning in project-based undergraduate engineering education: The case for new knowledge

Lahiff, A; Tilley, E; Broad, J; Roach, K; Detmer, A; (2019) Disciplinary learning in project-based undergraduate engineering education: The case for new knowledge. In: Kloot, B, (ed.) Proceedings of the 2019 Research in Engineering Education Symposium (REES 2019). (pp. pp. 578-587). REEN (Research in Engineering Education Network): Cape Town, South Africa. Green open access

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Abstract

Project-based Learning (PjBL) utilises a series of authentic projects which reflect the 'unit of work' as experienced in the engineering workplace; is understood to be closer to professional realities and involves the collaborative application of knowledge, understanding and skills. Moreover, it offers curriculum designers a pedagogical approach which moves away from a more didactic, knowledge-led curriculum to a more active, student-centred approach to learning. However, it is often suggested that PjBL in engineering education is more directed to the application of knowledge as opposed to the acquisition of knowledge. This is seen to limit both the learning outcomes of PjBL and the likelihood of students developing both generic skills alongside disciplinary knowledge and technical skills. Drawing on qualitative data collected through observations of PjBL activities and interviews with undergraduate engineering students in situ, we show how students develop their disciplinary understanding through collaborative learning and engagement.

Type: Proceedings paper
Title: Disciplinary learning in project-based undergraduate engineering education: The case for new knowledge
Event: Research in Engineering Education Symposium (REES 2019), 10-12 July 2019, Cape Town, South Africa
ISBN-13: 9780799226003
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.sasee.org.za/wp-content/uploads/REES-2...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > UCL BEAMS
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Engineering Science Faculty Office
URI: https://discovery.ucl.ac.uk/id/eprint/10081849
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