Project-Based Learning in Higher Education; from the Academic World to the Professional World
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Fecha
2013Materia/s
Materia/s Unesco
1203.09 Diseño Con Ayuda del Ordenador
3305 Tecnología de la Construcción
3322.05 Fuentes no Convencionales de Energía
Resumen
Studies programmes in academic contexts must take into account students' capabilities, maturity and their future interests. Graduates are educated to face the professional world, which differs from the academic world. Accordingly, studies programmes should aim to bring students closer to the occupational world progressively. This paper provides an example of the learning process of the Technical Architecture Degree students at the Universitat Jaume I (Castellon, Spain), where the Project-Based Learning methodology is applied. Students' learning process during their first and third academic years is analysed by focusing on the projects done during academic year 2011/2012. While first-year students worked on traditional constructions, third-year alumni analysed the prototypes presented in the 2010 Solar Decathlon Competition. Despite higher project levels being more complex, students showed more maturity in decision making and team work, which is most convenient for professional skills.
Studies programmes in academic contexts must take into account students' capabilities, maturity and their future interests. Graduates are educated to face the professional world, which differs from the academic world. Accordingly, studies programmes should aim to bring students closer to the occupational world progressively. This paper provides an example of the learning process of the Technical Architecture Degree students at the Universitat Jaume I (Castellon, Spain), where the Project-Based Learning methodology is applied. Students' learning process during their first and third academic years is analysed by focusing on the projects done during academic year 2011/2012. While first-year students worked on traditional constructions, third-year alumni analysed the prototypes presented in the 2010 Solar Decathlon Competition. Despite higher project levels being more complex, students showed more maturity in decision making and team work, which is most convenient for professional skills.
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