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Does the project-based-learning (PBL) strategy change first-year students' perceptions of the engineering profession?

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dc.creatorMiguel-Cruz A.spa
dc.creatorRodríguez-Dueñas, William R.spa
dc.creatorFlórez-Luna N.spa
dc.creatorQuiroga-Torres, Daniel-Alejandrospa
dc.date.accessioned2020-05-26T00:10:42Z
dc.date.available2020-05-26T00:10:42Z
dc.date.created2017spa
dc.description.abstractThe purpose of this study is to describe how students' perceptions of the engineering profession change overall as a result of the implementation of the project-based-learning (PBL) strategy in an introductory biomedical engineering course. This is a pre- post-test with no control group study design. Two classes (n = 113) of the course participated in a hybrid lecture+PBL learning strategy. A survey comprising a demographic and 5-point Likert sections measured students' perceptions of the engineering profession. The survey was administered three times; (first week, baseline, T0), when students were exposed to lectures only (sixth week, T1), and after the implementation of the PBL strategy, T2. No statistically significant results in the students' perceptions in the baseline compared with T1 (p less than 0.566) and statistically significant change in the students' perceptions in T1 compared with T2 (p less than 0.024) were found. The PBL educative strategy positively changed first-year students' perceptions of the engineering profession. Copyright © 2017 Authors' names.eng
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/24251
dc.language.isoengspa
dc.publisherResearch in Engineering Education Networkspa
dc.relation.citationTitle2017 Research in Engineering Education Symposium REES 2017
dc.relation.ispartof2017 Research in Engineering Education Symposium, REES 2017,(2017)spa
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85034218987&partnerID=40&md5=0f9172e86a52b152469b7a5ceb03b5f7spa
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)spa
dc.source.instnameinstname:Universidad del Rosariospa
dc.source.reponamereponame:Repositorio Institucional EdocURspa
dc.subject.keywordBiomedical engineeringspa
dc.subject.keywordEducationspa
dc.subject.keywordEngineering educationspa
dc.subject.keywordEngineering researchspa
dc.subject.keywordProfessional aspectsspa
dc.subject.keywordSurveysspa
dc.subject.keywordControl groupsspa
dc.subject.keywordEngineering professionspa
dc.subject.keywordExposed tospa
dc.subject.keywordFirst year studentsspa
dc.subject.keywordLearning strategyspa
dc.subject.keywordPost testspa
dc.subject.keywordProject based learningspa
dc.subject.keywordStudentsspa
dc.titleDoes the project-based-learning (PBL) strategy change first-year students' perceptions of the engineering profession?spa
dc.typeconferenceObjecteng
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersion
dc.type.spaDocumento de conferenciaspa
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