PROJECTOS INTERDISCIPLINARES – PERCEPÇÕES DOS ALUNOS SOBRE O IMPACTO NA SUA APRENDIZAGEM

Abstract

This paper presents findings from a case studyon Project-Led Education (PLE) experiences in engineeringprograms at the University of Minho, Portugal. It is based ona longitudinal approach with first year IndustrialManagement and Engineering students, who participated inthree editions of PLE (2005/2006 - 2007/2008).Data were collected, six months after the end of each project,through an individual questionnaire and focus groups aimedat assessing the impact of PLE on student’s learning andidentifying the differences between shifting from a projectbased approach to a traditional learning environment.Findings suggest that students recognize teamwork, increasedmotivation and articulation between theory and practice aspositive outcomes of PLE experiences. However, theycomplain about the workload required to complete the projectsuccessfully as well as the assessment method. Thus, studentsclaim that the disadvantages of PLE seem to be the majoradvantages of traditional teaching and learning.

Index Terms - Engineering Education, Project-led Education (PLE), Assessment, Soft Skills.