Journal of Engineering Education Transformations
DOI: 10.16920/jeet/2024/v37is2/24038
Year: 2024, Volume: 37, Issue: Special Issue 2, Pages: 172-177
Original Article
Jayashree Awati1, Meenakshi Patil1, Madhav Tilve2, Manisha Waghmode2, Seema Desai3
1,2,3Rajarambapu Institute of Technology, Maharashtra, India, 1CMR Institute of Technology, Bangalore,
2Bharati Vidyapeeth’s Institute of Management Studies & Research, Navi Mumbai, Maharashtra, India
*Corresponding Author
Email: jayashree.awati@ritindia.edu
meenakshirpatil@gmail.com
madhav.tilve@ritindia.edu
w.manisha98@gmail.com
seema.desai@ritindia.edu
Received Date:02 January 2024, Accepted Date:05 January 2024, Published Date:10 January 2024
Abstract— Problem-Based Learning (PBL) is acknowledged as an effective pedagogical approach that facilitates a deeper understanding of concepts, surpassing a 90% comprehension rate. Renowned as a dynamic and student-centered activity, PBL fosters out-of-the-box thinking, thereby supporting the enhancement of students' skills and creativity. This paper specifically delves into the application of problem-based learning in the context of the third-year undergraduate Biology for Engineers course. PBL activities tailored for the Biology for Engineers curriculum are meticulously crafted to provide students with a progressive and comprehensive grasp of biological concepts, coupled with their practical applications in the realm of engineering. By adopting a creative, applied, and design thinking approach, PBL enables students to traverse the intricacies of the biology course effectively. In the Biology for Engineers course, PBL activities are strategically designed to facilitate a step-by-step acquisition of in-depth knowledge and a nuanced understanding of the real-life applications of biology in engineering contexts.This deliberate approach not only augments students' experiential learning of biology but also nurtures their creativity. Significantly, the PBL methodology empowers students by instilling a sense of ownership over the course, thereby contributing to their overall academic and professional development.
Keywords—Learning, Course, Problem based Learning, Activity, Biology.
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