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A e iew o P oblem-Based Lea ning applied o
Enginee ing
Rod íguez González, C.A. 1*, Fe nández Ba ane o, J.M. 2
Uni e sidad de Huel a , Depa amen o de Ingenie ía de Diseño y P oyec os 1
*Escuela Técnica Supe io de Ingenie ía. C.P. 21819 Palos de La F on e a,
[email p o ec ed] , phone +34 959217705
Uni e sidad de Se illa, Depa amen o de Didác ica y O ganización Educa i a 2
Recei ed: 2015-07-02; Accep ed: 2015-12-21
Abs ac
This s udy examines he heo e ical ounda ions o he eaching me hod known
as P oblem-Based Lea ning (PBL). We discuss he o igins o he app oach and
i s applica ion o he ield o enginee ing educa ion, and also p o ide a numbe
o basic guidelines. P ac ical aspec s conce ning he design and implemen a ion
o PBL a e conside ed, along wi h a ious s udies in o i s use wi h he echnical
sciences. Finally, we epo on esea ch in o he adop ion o PBL o he
eaching o enginee ing cou ses du ing he academic yea s 2013-14 and 2014-
15 a he School o Enginee ing o he Uni e si y o Huel a.
Keywo ds
P oblem-based lea ning; PBL; Enginee ing educa ion; eaching me hods.
1. In oduc ion
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P oblem-Based Lea ning (hence o h PBL) is a me hodological app oach o eaching in
which lea ne s sol e p oblems o a ying deg ees o complexi y ( equen ly based on
ac ual cases) using any esou ces hey hink may be o use. The pionee s o PBL in
medicine, Ba ows and Tamblyn (1980), de ine he app oach as “ he lea ning ha esul s
om he p ocess o wo king owa d an unde s anding o esolu ion o a p oblem” (p1).
Al hough PBL has i s o igins in he aining gi en hose s udying o legal p ac ice in he
English-speaking wo ld (and no medicine, as widely belie ed), he au ho s c edi he
eaching p og amme de ised by he School o Medicine a McMas e Uni e si y in Canada
in he 60s and 70s wi h i s i s applica ion o he sciences. Since hen, PBL has been
adap ed o many di e en a eas o s udy, including he a ious b anches o enginee ing and
a chi ec u e. Al hough hese adap a ions ha e seen conside able a ia ion om he o iginal
model, he essen ial ea u es o he McMas e p og amme ha e been e ained. These
guiding p inciples, as applied o enginee ing, a e discussed in he ollowing sec ion. O
in luence in his espec is he wo k o Yada e al. (2011), al hough he ac ual amewo k
o discussion o e ed below is o he au ho s’ own de ising. I should be no ed, howe e ,
ha applied o he ield o a chi ec u e, he unde lying p inciples o PBL equi e a ce ain
deg ee o adap a ion by specialis s, gi en ha a cen al ea u e o he aining wi hin he
discipline is he a chi ec u al p ojec , which demands a compa able, bu signi ican ly
di e en me hodological app oach. In he discussion o enginee ing, he chie sou ces o
da a a e he obse a ions and expe iences colla ed om he Cons uc ion Enginee ing
cou ses a he Uni e si y o Huel a du ing he academic yea s 2013-14 and 2014-15.
2. Applying PBL: essen ial ea u es o enginee ing educa ion
2.1 Lea ne -cen ed eaching
S uden s should ake esponsibili y o hei own lea ning unde he guidance o a u o who
akes on he ole o consul an . The a eas abou which he consul an ad ises include, bu
a e no limi ed o, iden i ying he essen ial ea u es o he p oblem in ques ion o enable he
s uden s o ully g asp i and ake an sui able app oach, and di ec ing s uden s o app op ia e
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sou ces o in o ma ion, such as books, jou nals, enginee ing p ojec s, echnical legisla ion,
eache s, and in e ne esou ces. The aim is o he lea ning o cen e on he speci ic skills
and knowledge equi ed o sol e he p oblem in ques ion, and o hese o be ailo ed o he
s uden .
2.2. Small g oups
In he ield o he sciences, wo k g oups comp ise om 5 o 8 s uden s, whils we
ecommend jus 3 o 4 in he a ea o enginee ing. Once each eaching module is inished,
g oups a e andomly econ igu ed so ha s uden s lea n o wo k p oduc i ely wi h di e en
people.
2.3. Teache as acili a o
The eache akes on he ole o acili a o o u o , challenging he s uden s o ques ion
hei hinking and o ind he bes app oach owa ds unde s anding and esol ing he
p oblem. As he cou se p og esses, he s uden s become able o ake on his ole hemsel es
and make he same demands o each o he .
2.4. Gene a ing app op ia e p oblems lies a he co e o lea ning and de eloping
o ganisa ional skills
Fo he disciplines conce ned, PBL p esen s s uden s wi h a p oblem, which is s uc u ed
acco ding o a gi en o ma , such as a case-s udy. An example would be he design and
execu ion o a e aining wall o well-de ined s uc u al speci ica ions. The objec i e is o
se a ask which ai h ully ep oduces he kind o challenge he s uden s a e likely o mee
in p ac ice, so ha he wo k is seen o be ele an and is in used wi h an in insic
mo i a ion. In o de o gain an unde s anding o he p oblem in hand, s uden s need o
iden i y he a eas o applied knowledge which hey will need o s udy wi hin he
echnological sciences. The equi ed in o ma ion is d awn om a ious disciplines, and is
likewise applicable o simila p oblems in o he subjec s, such as S uc u al Theo y o
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Geo echnical Enginee ing. The desi ed ou come is o make i mo e likely ha he s uden
e ains wha he o she has lea ned and is able o apply i in he u u e.
2.5. De eloping skills h ough p oblems
So a as possible, p oblems o he enginee ing disciplines should de i e om eal li e o
be a e y close ep esen a ion o i , in ol ing he kind o applica ions which he s uden s
a e likely o mee in he con ex o hei u u e p o essional li es. Fo example, he basic
legisla ion go e ning he use o ein o ced conc e e is la gely s anda dised; likewise, he
componen s and p ope ies o each kind o conc e e a e well-de ined. Ne e heless, he
way in which hese a e used in ac ual si ua ions a y acco ding o he kind o p oblems
speci ic o each specialism, whe he building an i iga ion canal o ein o cing unnels o
mining. The e is wide a ia ion in e ms o bo h he cons uc ion p ocedu es o be ollowed
and he bes a ailable solu ions. Hence, he p oblems hemsel es adop speci ic ea u es
app op ia e o he b anch o enginee ing in ques ion, whils he unde lying scien i ic and
echnological basis is la gely he same.
2.6. Sel -di ec ed lea ning as a means o new knowledge
Las ly, s uden s a e expec ed o lea n om hei unde s anding o eal wo ld si ua ions and
he accumula ion o expe ience, by means o hei own s udy and esea ch, and he
in o ma ion supplied by he expe ience o p e ious au ho s. In he cou se o his phase o
sel -di ec ed s udy, he s uden s wo k oge he , cons an ly discussing, compa ing, and
e iewing wha hey ha e lea n . This is he mos impo an aspec o PBL o he u u e
enginee s, no only because i is a highly e ec i e means o imp o ing hei pe o mance
in p oblem-sol ing, bu i also undoub edly ensu es he de elopmen o p o essional
compe ences.
3. Applying PBL: key speci ica ions
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Medina, Ri illa and Domínguez and Ga ido (2009) a i m ha PBL has a speci ic
me hodology which di e s signi ican ly om adi ional o con en ional me hods o
eaching. This means ha eache s, wha e e hei pe sonal aims ega ding he cou se in
ques ion, need o ha e a sound g asp o he unde lying p inciples in o de o apply i
p ope ly, o else isk u ning classes which mee o icial educa ional guidelines in o a
di ec ionless po pou i. In his espec , i is wo h ema king ha o icial Teache T aining
p og ammes ea PBL as a ecognized app oach ha p ospec i e eache s should be awa e
o . Al hough i is an app oach which is pa icula ly amenable o he sciences, i has la gely
been wi hin ce ain ields (no ably medicine and enginee ing), and a uni e si y le el, ha
i has been mos success ully pu in o p ac ice. Va ious au ho s ac oss a ange o knowledge
a eas ha e lamen ed sho comings in he aining a ailable o PBL. Awa e o his and he
ela i ely limi ed li e a u e o be ound, hey pu oge he a collec ion o s udies in o a book,
which se s ou he key ea u es o PBL as a kind o eaching guide ( o u he in o ma ion,
see he bibliog aphic e e ences). Gi en he ela i ely ecen adop ion o PBL in deg ee
cou ses (beginning wi h medicine in he 60s and much la e enginee ing well in o he 90s),
a collec ion o basic ex s d awing oge he ou accumula ed unde s anding o he app oach
would be e y welcome. The ollowing sec ion discusses a ious s udies in o he use o
PBL wi h speci ic g oups. The aim is no o p o ide an exhaus i e analysis, bu a he o
gi e a su icien o e iew o he eade o app ecia e he di icul y o applying he
me hodology o aining in he echnical sciences.
3.1. Designing and implemen ing PBL
This sub-sec ion has pa icula ele ance o p ac ical conside a ions, as i d aws oge he
in o ma ion om a ious s udies o ien ed owa ds e alua ion o he use o PBL. The
sec ion opens wi h discussion o wo doc o al heses om he P oques da abase, dealing
wi h aining in he ields o medicine and nu sing. These s udies a e s ongly indica i e o
he weal h o da a a ailable wi hin he a ea o he heal h sciences wi h ega d o assessing
he implemen a ion o PBL in e ms o bo h i s heo y and p ac ice. The expe ience wi h
PBL ha has been accumula ed by medical and nu sing acul ies since he 60s means he e
is an abundance o empi ical s udies in o bo h he p ac ical applica ion o PBL and he

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di e en me hodologies employed in e alua ing i s e ec i eness. Cau ion should be
exe cised when i comes o ans e ing he p emises o esea che s in he heal h sciences
o he ield o enginee ing, as he eaching con en and con ex a e clea ly no he same, bu
he e is ne e heless much o alue ha su i es he passage. Fo example, Oldenbu g’s
(2008) hesis, ca ied ou in he a ea o heal h sciences bu equally applicable in ocus o
he echnological sciences, concludes a e conside able esea ch ha a necessa y condi ion
o he success ul implemen a ion o PBL is supe ision on he pa o he eache and
physical p esence on he pa o he s uden s. The wo k con i ms he hypo hesis ha wi hou
a eache , PBL canno ake place, i espec i e o he use o ICT. In sho , PBL equi es o al
supe ision by a physically p esen u o . Fo his pa , Applin (2008) discusses he indings
o a s udy in o PBL a a nu sing acul y in Canada. Pa icula emphasis is gi en o he
demands pu upon aining in e ms o ime by PBL and non-PBL p og ammes. The PBL-
based cou ses a e demanding, and he e a e Canadian uni e si ies which employ PBL
ac oss he en i e nu sing cu iculum, o e y nea ly so, wi h he esul ha nu sing s uden s
om he Albe a s udy and o he a eas o Canada, o en include on hei CVs he ac o
ha ing ecei ed hei aining ia his me hodology.
Elsewhe e, Fe nández Ma ínez (2008) ocuses he doc o al hesis on he p omo ion o
quali y in uni e si y le el eaching and lea ning, wi h an emphasis on ad ancing he
p ocess o Eu opean con e gence. The s udy unde akes a sys ema ic e alua ion o
uni e si y me hodologies and p o ides suppo o aining app oaches which a e mo e
inno a i e and consis en wi h he p inciples o he Eu opean Highe Educa ion
A ea (EHEA) and he demands o mode n, knowledge-based socie y, such as is he case
wi h PBL. The s udy uses a quali a i e me hodology, whils he li e a u e e iew and
heo e ical amewo k (in he con ex o EHEA) a e highly ele an o he s udy o PBL.
Be nabeu Tamayo (2009) se s ou o desc ibe he e o s o a ious g oups in an ins i u ional
con ex o b ing abou changes o he cu iculum. The opening sec ion p o ides a
heo e ical e iew o he undamen als and key con ibu ions o he opic, whils he
ollowing sec ion conside s he p ac ical aspec s, explo ing ea u es o he cul u e o
change in cen es and g oups based a Ca alonian uni e si ies which ha e implemen ed
p oblem-based lea ning and p ojec -based lea ning app oaches. Al hough he sys em o
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e alua ion is di e en o ha employed in he s udy ca ied ou a he Uni e si y o Huel a
( iz. a quan i a i e quasi-expe imen al sys em), he heo e ical sec ion con ains a aluable
li e a u e e iew. Whils he wo doc o al heses discussed abo e include e iews o highly
ele an s udies, nei he adop s an expe imen al o quasi-expe imen al app oach o
e alua ion, which, in ou opinion, is p e e able in he case o he echnical sciences.
A opic o special in e es o he design and implemen a ion o PBL is ha o indi idual
and g oup wo k on he pa o he s uden . In his espec , Posada Ál a ez (2004) examines
highe educa ion in e ms o compe ences, in e disciplina y app oaches and indi idual
wo k, whils Be naza Rod íguez (2005), by con as , conside s collabo a i e lea ning.
Bo h, ha is indi idual and g oup wo k, a e in ou opinion indispensable o designing and
pu ing in o p ac ice PBL in an ins i u ion based on a e m o semes e cycle. Wi hou any
indi idual wo k, i is di icul o see how he s uden will assimila e he knowledge equi ed
o he sessions in ol ing complex PBL; wi hou he collabo a i e wo k (mean li e ally,
a he han me ely wo k in g oups) he e would be no p ac ice in de eloping he
communica i e skills necessa y o nego ia ing he p oblems se o he g oup o sol e. The
lack o ime should be compensa ed o by a signi ican amoun o indi idual wo k,
suppo ed by an app op ia e online pla o m.
3.2. PBL and echnical subjec s
On he ques ion o which me hodologies migh be app op ia e o he echnical sciences, he
ealm o a and design has been conside ed by a ious au ho s, such as G oenendijk,
Janssen and Rijlaa sdamand an den Be gh (2013). This s udy, on he e ec o obse ing
pee s doing asks on lea ning ou comes, p o ides wo a eas o in e es o esea ch in o
PBL. The i s is c ea i i y in he design p ocess, which was ound o be enhanced by
obse a ion, and associa ed wi h inc eased b ains o ming. The second is he expe imen al
design i sel , which ollowed a p e- es , pos - es s uc u e (ibid. p. 35) and is explained in
de ail in he pape , al hough i mus be said ha he eaching me hodology employed in he
expe imen is no s ic ly PBL, bu a he an al e na i e app oach sympa he ic o i s
p inciples. In his espec , he pape by Yada a al. (2011) is p obably he mos ele an o
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hose included in he bibliog aphy, and i is duly gi en ulle ea men he e. The pape
begins by use ully p o iding some backg ound in o ma ion abou eaching me hods a
unde g adua e le el, cha ing he de elopmen om lec u e-based eaching o mo e
s uden - ocused me hods, such as PBL. I no es ha esea ch in o hese app oaches has
ended o be anecdo al a he empi ical, and so aims o p o ide a da a-d i en analysis. The
aim o he s udy was o e alua e he impac o PBL on he concep ual unde s anding o
i y- i e s uden s en olled on an unde g adua e cou se in elec ical enginee ing a a
Midwes e n uni e si y in he USA. The esea che s used an A-B-A-B design, comp ising
a baseline phase o adi ional, lec u e-based eaching ollowed by an expe imen al phase
o PBL, and inco po a ing p e- and pos - es ing o he s uden s on he ou opics co e ed
du ing he cou se o he s udy. S uden s also comple ed a ‘S uden Assessmen o Lea ning
Gains’ ques ionnai e, which egis e ed pa icipan s’ pe cep ions o he wo me hodologies
employed. The es esul s demons a ed a clea ad an age o PBL o e he lec u e-based
app oach in e ms o lea ning gains. Cu iously, howe e , he s uden s’ own pe cep ions
we e ha hey had lea ned mo e in he lec u e-based classes, a ac o conside able
signi icance o acul y conside ing he implemen a ion o PBL. The au ho s conclude ha ,
gi en he sca ci y o esea ch in o he bene icial e ec s o PBL on lea ning ou comes, he
s udy p o ides aluable empi ical suppo o i s adop ion. Also, in iew o he coun e -
ac ual s uden pe cep ions, hey o e some speci ic conside a ions o uni e si y eache s
and esea che s in e es ed in pu suing PBL applied o cou ses in enginee ing (ibid. p280).
Wi hin he ield o esea ch in o PBL, he a icle is aluable o i s accoun o a speci ic
ins ance o i s applica ion o enginee ing as well as i s e alua ion o he me hod h ough
empi ical analysis.
4. Implemen ing PBL: case s udy indings a he Uni e si y o Huel a
This s udy was ca ied ou wi hin he ambi o a esea ch p ojec in o he e ec s o PBL on
s uden lea ning in compa ison wi h mo e adi ional eaching me hods in cou ses
pe aining o Cons uc ion Enginee ing a he Uni e si y o Huel a. A quan i a i e s udy
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was unde aken du ing he academic yea 2013-14 wi h he aim o iden i ying whe he any
signi ican di e ences we e ob ained (Rod íguez, 2014), and he ollowing yea (2014-15)
indi idual in e iews we e added o he s udy, along wi h o he da a sou ces which a e s ill
a he analy ical s age. The sample, om which bo h he quan i a i e and quali a i e da a
we e d awn, was composed o s uden s om a ious cou ses wi hin Cons uc ion
Enginee ing, some o whom ecei ed ins uc ion h ough PBL whils he es we e augh
using he habi ual me hodology. The indings o he s udy a e summa ized below:
1. Signi ican di e ences we e ound in he lea ning gains be ween s uden s
pa icipa ing in eaching p og ammes ea u ing PBL and hose in p og ammes
ea u ing adi ional modes o eaching.
2. Analysis o he objec i e es s showed ha he e had been an imp o emen in he
app oaches o sol ing he p oblems se in he es s.
3. PBL ep esen s an e ec i e and mo e e icien eaching me hod han he al e na i e,
which combined lec u es wi h exposi ion o p oblems by he eache .
4. The e was a educ ion in calcula ion e o s de i ing om misapplica ion o
ma hema ical p ocedu es o om inco ec use o calcula o s.
5. S uden s in he g oups ecei ing PBL ended o show g ea e c ea i i y in hei
app oach o sol ing p oblems. The openness o new ways o ackling p oblems is
one o he dis inc ad an ages which PBL o e s o e mo e adi ional eaching
me hods in he enginee ing subjec s.
6. The quali a i e in o ma ion unde lined he impo ance o he eache - u o ’s
pe sonali y and leade ship quali ies. In like ashion, he co olla y o he eache
using PBL o ha e a ho ough g ounding in he me hodology can also be
emphasized.
O e he cou se o he academic yea 2013-14, an inc ease in s uden s’ academic
pe o mance as a esul o PBL was eco ded. The numbe o passing g ades ha we e
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