| Abstract: | ABSTRACT- The introduction, in 2006, of problem-based pedagogy into engineering curricula of courses in Schools of Architectural, Civil and Mechanical Engineering (ACME), and Electrical Engineering (EE) was to constitute a paradigm shift in engineering education at Victoria University (VU). It was hoped that the PBL educational methodology would not only redress deficiencies of professional engineering education in Australia, but would also attract higher calibre of students to engineering at VU and reduce current attrition rates. Given the short time since its introduction, it is difficult to gauge whether the implementation of the PBL teaching methodology had been successful. Anecdotal evidence, to this stage, suggests mixed educational outcomes. This paper reviews the theoretical frameworks of PBL approaches to professional education and, specifically, its educational relationship to engineering discourse. It challenges notions on whether PBL approach to engineering education actually produces desirable educational outcomes that meet the needs of the profession. It suggests that PBL educational approaches cannot be based on definitive educational theories and that there are many multi-variant models that satisfy to what is defined to be a PBL pedagogy. Implementation of PBL to engineering curriculum needs to be placed in a context and must be developed with careful considerations of social, economic and ethnic diversity of the student population and the university academic culture. It is argued that the VU PBL model in engineering education ought to evolve with gradual and well considered introduction. INDEX – Problem Based Learning, constructivism, engineering curriculum. |
