Problem-Based Learning in Aerospace Engineering Education
Problem-Based Learning in Aerospace Engineering Education
复制标题
航空航天工程教育中的基于问题的学习
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
D. Brodeur
中科院分区：
文献类型：
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作者：
Kim Blair;David W. Miller;D. Darmofal;C. P. L. Young;D. Brodeur
基于问题的学习现在是一种广泛的教学方法，在学科中，学生必须学会应用知识，而不仅仅是获得知识。在麻省理工学院的航空航天本科课程中，基于问题的学习和设计建造经验贯穿整个课程。在新生早期的航空航天与设计入门课程中，学生设计、建造和飞行无线电控制的轻于空气（LTA）车辆。在两年的统一工程课程中，学生设计，建造和驾驶无线电控制的电力推进飞机。在空气动力学课程中，来自工业或政府的案例研究被用来提供一个真实的问题。高水平的顶点课程完全是基于问题的。在这些PBL的经验，学生确定感兴趣的问题，他们和实验，以找到解决方案，以及设计复杂的系统，集成工程基础在多学科的方法。本文介绍了麻省理工学院航空航天工程本科生在四个层次的问题分类框架内的几个基于问题的学习经验。它提出了基于PBL的成功的学习理论，确定了PBL的基本特征，在设计问题的关键特征，以及评估PBL的有效方法。
Problem-based learning is now a widespread teaching method in disciplines where students must learn to apply knowledge, not just acquire it. In the undergraduate curriculum in Aeronautics and Astronautics at MIT, problem-based learning and designbuild experiences are integrated throughout the program. In an early freshman-year experience, Introduction to Aerospace and Design, students design, build, and fly radiocontrolled lighter-than-air (LTA) vehicles. In the sophomore-year Unified Engineering course, students design, build, and fly radio-controlled electric propulsion aircraft. In a course on Aerodynamics, a case study from either industry or government is used to provide an authentic problem. Upper-level capstone courses are entirely problem-based. In these PBL experiences, students identify problems of interest to them and experiment to find solutions, as well as design complex systems that integrate engineering fundamentals in a multidisciplinary approach. This paper describes several problembased learning experiences in undergraduate aerospace engineering at MIT within a fourlevel framework for categorizing problems. It presents the learning theories that underlie the success of PBL, identifies the basic characteristics of PBL, critical features in the design of problems, and effective methods for assessing PBL.