Case study of a problem-based learning course of physics in a telecommunications engineering degree

Abstract

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a ‘concrete problem’ to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching–learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors’ perspective, PBL strengths include better student attitude in class and increased instructor–student and student–student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.

Keywords:

• problem-based learning
• physics
• telecommunications engineering degree

Acknowledgements

This work was partly supported by the Basque Government and the University of the Basque Country (Group of Research on Physics Education. Mathematics and Technology Education, GROPMATE). The ERAGIN active learning professional development programme at the University of the Basque Country is also acknowledged.