Development And Implementation Of Pbl And Other Inductive Pedagogies In Engineering Science: Work In Progress

Poor knowledge platform in fundamental sciences of a significant proportion of incoming students into undergraduate courses of architectural, building, civil, and mechanical engineering has meant that first and second year fundamental science and engineering science subjects, which usually relied on sound preparation at the senior levels of high schools, had to be taught in a different way. In this case, the hybrid subject of chemical/material science was designed and delivered as primarily engineering science with the focus on environmental, design and manufacturing issues. These narratives were further expanded by the inclusion of communication and team working skills when the subject was designated, in 2006, as a Problem Based Learning (PBL) subject with its accompanying pedagogy and curriculum design. The initial pedagogical approach of justin-time teaching worked well with relatively high pass rates and generally independent of students’ previous exposure to chemistry. The introduction of PBL curriculum cannot be, as yet, properly evaluated. Nevertheless, despite the subject complexity and the intense demands of the subjects, student response was highly positive. The negative aspects related to poor study habits and unfamiliarity with working in teams. The positives were high student satisfaction with subjects, low attrition rates and relatively high pass rates. IndexTerms – Innovative curricula, education research ,teaching and learning