## A problem-based approach to teaching a course in engineering mechanics

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt

#### Standard

**A problem-based approach to teaching a course in engineering mechanics.** / Abou-Hayt, Imad Fawzi; Dahl, Bettina; Rump, Camilla Østerberg.

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt

#### Harvard

*8th International Research Symposium on Problem-Based Learning, IRSPBL 2020.*Aalborg University, International Research Symposium on PBL, s. 499-509, 8th International Research Symposium on Problem-Based Learning, IRSPBL 2020, Virtual, Online, 18/08/2020.

#### APA

*8th International Research Symposium on Problem-Based Learning, IRSPBL 2020*(s. 499-509). Aalborg University. International Research Symposium on PBL

#### Vancouver

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#### Bibtex

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#### RIS

TY - GEN

T1 - A problem-based approach to teaching a course in engineering mechanics

AU - Abou-Hayt, Imad Fawzi

AU - Dahl, Bettina

AU - Rump, Camilla Østerberg

N1 - Publisher Copyright: © The authors, 2020.

PY - 2020

Y1 - 2020

N2 - Problem-Based Learning (PBL) can be defined as a learning environment where problems drive the learning. A teaching session begins with a problem to be solved, in such a way that students need to gain new knowledge before they can solve the problem. This paper discusses the application of PBL to teaching an introductory course in engineering mechanics at Aalborg University, Copenhagen, Denmark for first semester students enrolled in the program “Sustainable Design". We pose realistic problems which do not necessarily have a single correct solution. Project work in groups also presents itself as a supplement for conventional engineering education. The students themselves should interpret the problem posed, gather needed information, identify possible solutions, evaluate options and present conclusions. The paper also presents an initial assessment of the experiences gained from implementing PBL in the course. We conclude with a discussion of some issues in implementing PBL in engineering and mathematics courses.

AB - Problem-Based Learning (PBL) can be defined as a learning environment where problems drive the learning. A teaching session begins with a problem to be solved, in such a way that students need to gain new knowledge before they can solve the problem. This paper discusses the application of PBL to teaching an introductory course in engineering mechanics at Aalborg University, Copenhagen, Denmark for first semester students enrolled in the program “Sustainable Design". We pose realistic problems which do not necessarily have a single correct solution. Project work in groups also presents itself as a supplement for conventional engineering education. The students themselves should interpret the problem posed, gather needed information, identify possible solutions, evaluate options and present conclusions. The paper also presents an initial assessment of the experiences gained from implementing PBL in the course. We conclude with a discussion of some issues in implementing PBL in engineering and mathematics courses.

KW - Engineering mathematics

KW - Engineering mechanics

KW - Interdisciplinary

KW - PBL

M3 - Article in proceedings

AN - SCOPUS:85113186384

SN - 9788772103136

T3 - International Research Symposium on PBL

SP - 499

EP - 509

BT - 8th International Research Symposium on Problem-Based Learning, IRSPBL 2020

A2 - Guerra, Aida

A2 - Kolmos, Anette

A2 - Chen, Juebei

A2 - Winther, Maiken

PB - Aalborg University

T2 - 8th International Research Symposium on Problem-Based Learning, IRSPBL 2020

Y2 - 18 August 2020 through 21 August 2020

ER -

ID: 286501892