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Article: Exploring project based and problem based learning in environmental building education by integrating critical thinking

TitleExploring project based and problem based learning in environmental building education by integrating critical thinking
Authors
KeywordsCritical Thinking
Environmental Building
Project Based And Problem Based Learning
Student Learning
Issue Date2010
PublisherDublin Institute of Technology, Tempus Publications. The Journal's web site is located at http://www.ijee.dit.ie
Citation
International Journal Of Engineering Education, 2010, v. 26 n. 3, p. 547-553 How to Cite?
AbstractProject Based and Problem Based Learning (PBL) has been widely utilised in engineering higher education. One of the many benefits from this innovative approach is enhanced critical thinking of students. However, there appears to be scope for developing how critical thinking can be integrated into PBL, to promote deep learning in a complex multi-disciplinary environment. This paper addresses this knowledge gap by presenting research in exploring PBL using an integrated critical thinking process model. The study was carried out on a cross-module multi-disciplinary group building design project, undertaken by second-year undergraduate students registered to the Environmental Building programme at University of Plymouth, UK. Although the students perceived critical thinking to be important to their projects, surface learning dominated the PBL process, particularly at the early stages of the project. To realise the full benefits from PBL, staff involved suggested that proper mechanisms should be provided to enable deeper learning. This requires the philosophy of critical thinking to be embedded in the design and implementation of the curricula, before and during the project. The process model of critical thinking developed provides such a mechanism, to help students create, develop, justify, implement and evaluate building design solutions. The mapped process of the design project provides a worked example of integrating critical thinking into PBL in Environmental Building education, which should contribute to future debate on PBL in the wider higher education community. © 2010 TEMPUS Publications.
Persistent Identifierhttp://hdl.handle.net/10722/154748
ISSN
2015 Impact Factor: 0.559
2015 SCImago Journal Rankings: 0.799
References

 

DC FieldValueLanguage
dc.contributor.authorPan, Wen_US
dc.contributor.authorAllison, Jen_US
dc.date.accessioned2012-08-08T08:29:45Z-
dc.date.available2012-08-08T08:29:45Z-
dc.date.issued2010en_US
dc.identifier.citationInternational Journal Of Engineering Education, 2010, v. 26 n. 3, p. 547-553en_US
dc.identifier.issn0949-149Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/154748-
dc.description.abstractProject Based and Problem Based Learning (PBL) has been widely utilised in engineering higher education. One of the many benefits from this innovative approach is enhanced critical thinking of students. However, there appears to be scope for developing how critical thinking can be integrated into PBL, to promote deep learning in a complex multi-disciplinary environment. This paper addresses this knowledge gap by presenting research in exploring PBL using an integrated critical thinking process model. The study was carried out on a cross-module multi-disciplinary group building design project, undertaken by second-year undergraduate students registered to the Environmental Building programme at University of Plymouth, UK. Although the students perceived critical thinking to be important to their projects, surface learning dominated the PBL process, particularly at the early stages of the project. To realise the full benefits from PBL, staff involved suggested that proper mechanisms should be provided to enable deeper learning. This requires the philosophy of critical thinking to be embedded in the design and implementation of the curricula, before and during the project. The process model of critical thinking developed provides such a mechanism, to help students create, develop, justify, implement and evaluate building design solutions. The mapped process of the design project provides a worked example of integrating critical thinking into PBL in Environmental Building education, which should contribute to future debate on PBL in the wider higher education community. © 2010 TEMPUS Publications.en_US
dc.languageengen_US
dc.publisherDublin Institute of Technology, Tempus Publications. The Journal's web site is located at http://www.ijee.dit.ieen_US
dc.relation.ispartofInternational Journal of Engineering Educationen_US
dc.subjectCritical Thinkingen_US
dc.subjectEnvironmental Buildingen_US
dc.subjectProject Based And Problem Based Learningen_US
dc.subjectStudent Learningen_US
dc.titleExploring project based and problem based learning in environmental building education by integrating critical thinkingen_US
dc.typeArticleen_US
dc.identifier.emailPan, W:wpan@hku.hken_US
dc.identifier.authorityPan, W=rp01621en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-77955065016en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77955065016&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume26en_US
dc.identifier.issue3en_US
dc.identifier.spage547en_US
dc.identifier.epage553en_US
dc.publisher.placeIrelanden_US
dc.identifier.scopusauthoridPan, W=16029598500en_US
dc.identifier.scopusauthoridAllison, J=43360895200en_US

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