From problem-based learning to practice-based education: a framework for shaping future engineers
From problem-based learning to practice-based education: a framework for shaping future engineers
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从基于问题的学习到基于实践的教育：塑造未来工程师的框架
DOI：
10.1080/03043797.2019.1708867
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发表时间：
2020
影响因子：
2.3
通讯作者：
Timothy D. Smith
中科院分区：
文献类型：
--
作者：
L. Mann;R. Chang;S. Chandrasekaran;Alicen Coddington;S. Daniel;Emily Cook;E. Crossin;B. Cosson;J. Turner;Andrea Mazzurco;J. Dohaney;Tim O’Hanlon;Janine Pickering;S. Walker;Fran Maclean;Timothy D. Smith
摘要基于问题的学习（PBL）在工程领域有着良好的教育成果;然而，全球社会面临着联合国可持续发展目标（SDG）中总结的高度复杂的环境，社会政治和技术问题的挑战。这迫使我们探索解决复杂性的教育方法。然而，面对复杂性有时被限制在PBL结构。这篇概念性论文将基于实践的教育（PBE）定位为一种包含复杂性的整体教育方法。我们提出了一个PBE框架有三个要素：（1）一个真实的工程实践的背景下，（2）支持学习者的机构在成为专业人士的过程中，（3）工作和学习的机会同时进行。我们通过实施PBE，在斯威本理工大学的工程实践学院的情况下，创新工程教育的情况。我们详细介绍了学生经验的创新，成为一个过程，课程和评估，并提供有关PBE在其他地方的应用建议。
ABSTRACT Problem-based learning (PBL) has a history of producing strong educational results in engineering; however, global society is challenged by highly complex environmental, socio-political and technical problems summarised in the UN Sustainable Development Goals (SDGs). This obliges us to explore educational approaches that address complexity. Yet, confronting complexity is sometimes constrained within PBL structures. This conceptual paper posits practice-based education (PBE) as a whole-of-education approach embracing complexity. We present a PBE framework with three elements: (1) the context of an authentic engineering practice, (2) supporting learners’ agency in the process of becoming professionals, and (3) opportunities to work and learn simultaneously. We make the case for innovative engineering education through the implementation of PBE using the case of the Engineering Practice Academy at Swinburne University of Technology. We detail innovations in student experience as a process of becoming, curriculum and assessment, and provide advice on the application of PBE elsewhere.