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

Abstract

Project 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.