Journal of Engineering Education Transformations

Abstract

Problem, being a driving force in Problem Based Learning is proved to be an effective classroom strategy to develop problem solving and cognitive capabilities. A curriculum focused with knowledge structuring and construction can help students develop the required 21st century skills. In this paper we propose a model and process to re-design and deliver the syllabus to effectively integrate the problem based learning with active learning strategies. With a methodical approach of beginning from the pre-requisites to using contextual cues to structure the knowledge, the process uses the problems in knowledge construction. The model proposes the possible ways to restructure the syllabus in support to the proposed method. The paper further presents a case study of applying the model on a computer science course, its design and deliberations. The paper presents the results and analysis along with scores and time required for revision as compared to classes where the proposed methodology was not followed. The assessment scores and feedback are presented to validate the model. The model promises to be an effective strategy to think like a problem solver and be a self-directed learner with analysis carried out using qualitative and quantitative methods.

Keywords—Cognition; Knowledge Construction; Knowledge Structuring; Problem Based Learning