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Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences

Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences

Carola Fortelius, Marja-Leena Akerman
Copyright: © 2015 |Volume: 4 |Issue: 4 |Pages: 8
ISSN: 2155-496X|EISSN: 2155-4978|EISBN13: 9781466679689|DOI: 10.4018/IJQAETE.2015100103
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MLA

Fortelius, Carola, and Marja-Leena Akerman. "Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences." IJQAETE vol.4, no.4 2015: pp.39-46. http://doi.org/10.4018/IJQAETE.2015100103

APA

Fortelius, C. & Akerman, M. (2015). Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), 4(4), 39-46. http://doi.org/10.4018/IJQAETE.2015100103

Chicago

Fortelius, Carola, and Marja-Leena Akerman. "Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences," International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE) 4, no.4: 39-46. http://doi.org/10.4018/IJQAETE.2015100103

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Abstract

Project/problem based learning (PPBL) has been applied at the department of Biotechnology and Chemical Engineering, Helsinki Metropolia University of Applied Sciences, for a few years now. The authors' experiences from the PPBL with their first year Bachelor students are discussed in this paper. The problem based learning concept in connection with practical solutions for organizing the courses are contemplated critically. The authors found, that the new way to pursue studies in material, biotechnical and chemical engineering has meant a significant change for both students and educators. A positive response from the students could be seen in the form of augmentation of motivation and activity. Team skills have improved, as well as independent study capacity. Cooperative teaching and being more of a facilitator than a traditional instructor, also challenges the role conceptions for the educators.

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