A Review Of Problem Based Approaches To Engineering Education

The introduction, in 2006, of problem-based pedagogy into undergraduate courses within the School of Architectural, Civil and Mechanical Engineering (ACME), and the School of Electrical Engineering (EE) constituted a significant paradigm shift in engineering education at Victoria University (VU). Educational marketing notwithstanding, the underlying reason for the introduction of PBL pedagogy was to address deficiencies in professional engineering education and reduce the relatively high attrition rates. Given the short time since its introduction, it is difficult to gauge whether the implementation of the PBL teaching methodology has been successful. Anecdotal evidence, to this stage, suggests mixed educational outcomes. This paper challenges the notions of whether a single PBL model to engineering education produces desirable educational outcomes that meet the needs of the profession. It suggests that PBL educational approaches cannot be based on definitive educational theories, and that there are many multi-variant models that define PBL pedagogy. Implementation of PBL into an engineering curriculum needs to be placed in a context and must be developed with careful consideration of the social, economic and ethnic diversity of the student population and the university academic culture. It is argued that the PBL model in engineering education ought to evolve, with a gradual and well considered introduction. IndexTerms – Problem Based Learning, constructivism, engineering curriculum