PBL in the space-time continuum for engineering education

This article presents how Problem- and Project-Based Learning (PBL) in engineering education can exploit the theoretical framework of the Space-Time (ST)-Continuum, according to which educational contexts can be classified in terms of the tightness vs. looseness of the relevant conceptual space S an...

Full description

Saved in:
Bibliographic Details
Published in:European journal of engineering education 2022-11, Vol.47 (6), p.1260-1277
Main Authors: Higuera-Martínez, Oscar Iván, Corazza, Giovanni Emanuele, Fernández-Samacá, Liliana
Format: Article
Language:English
Subjects:
Active Learning
Artificial intelligence
Classification
Concept Formation
Creativity
Curricula
Engineering Education
Instructional Design
Intelligence
Intervention
Physics
Problem Based Learning
Project-based learning
Quadrants
Relativity
Scientific Concepts
Spacetime
ST-Continuum
Student Centered Learning
Student Projects
Teaching Methods
Tightness
Undergraduate Students
Vignettes
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article presents how Problem- and Project-Based Learning (PBL) in engineering education can exploit the theoretical framework of the Space-Time (ST)-Continuum, according to which educational contexts can be classified in terms of the tightness vs. looseness of the relevant conceptual space S and available time T. By crossing these two dimensions, four quadrants are obtained in the ST-Continuum: tight space and tight time, loose space and tight time, tight space and loose time, loose space and loose time. Different pedagogies are adaptive to different quadrants. We show how PBL can be mapped onto the ST-Continuum depending on the context characteristics or the chosen problem or project. Further, this article discusses how the intelligence and creativity constructs can be developed through diverse educational scenarios, giving examples of PBL interventions that can be located in different quadrants. Moreover, the analysis shows how through suitable planning, it is possible to have educational activities that consider all the quadrants of the ST-Continuum, even in traditional education curricula or teacher-centered approaches. Finally, the article discusses how teaching practices can promote intelligence and creativity in the curricula at different PBL organisational levels depending on their relationship with the ST-Continuum.
ISSN:0304-3797
1469-5898
DOI:10.1080/03043797.2022.2149388