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- Author: Xiang-Yun Du
- Publisher: River Publishers
- Year: 2011
- Pages: 326
- ISBN-10: 8792329845
- ISBN-13: 9788792329844
- Format: 15.6 x 23.4 x 1.9 cm, kieti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Gender and Diversity in a Problem and Project Based Learning Environment (e-book) (used book) | bookbook.eu
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Problem and Project Based Learning (PBL) has been well used as an educational philosophy and methodology in the construction of student centered and contextualized learning environment. PBL is also regarded as an effective method in producing engineering graduates who can not only meet the needs of professional competences, but also are prepared for new challenges in the globalized and technological context. However, can PBL be a solution to the challenge of a general lack of university students studying engineering and technology in many countries? The book reports an ethnographical study on the learning experiences of engineering students in the PBL environment in Denmark. This book also attempts to question the issue of diversity in engineering education via the exploration of whether or in which ways the PBL environment is friendly to diverse groups of learners such as women.
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- Author: Xiang-Yun Du
- Publisher: River Publishers
- Year: 2011
- Pages: 326
- ISBN-10: 8792329845
- ISBN-13: 9788792329844
- Format: 15.6 x 23.4 x 1.9 cm, kieti viršeliai
- Language: English English
Problem and Project Based Learning (PBL) has been well used as an educational philosophy and methodology in the construction of student centered and contextualized learning environment. PBL is also regarded as an effective method in producing engineering graduates who can not only meet the needs of professional competences, but also are prepared for new challenges in the globalized and technological context. However, can PBL be a solution to the challenge of a general lack of university students studying engineering and technology in many countries? The book reports an ethnographical study on the learning experiences of engineering students in the PBL environment in Denmark. This book also attempts to question the issue of diversity in engineering education via the exploration of whether or in which ways the PBL environment is friendly to diverse groups of learners such as women.
Reviews