Influence on Students’ Learning in a Problem- and Project-Based Approach to Implement STEM Projects in Engineering Curriculum

Abstract

In recent decades, a transformation in university-level engineering programs has been proposed, shifting towards active, student-centered teaching approaches such as problem- and project-based learning (P2BL). At the same time, interdisciplinary STEM education has taken on a central role in engineering instruction by fostering connections between different disciplines and enhancing the use of scientific skills. In this article, we present the design, implementation, and evaluation of a new curriculum that integrates the P2BL approach within an integrated STEM framework in the Process and Product Innovation Engineering degree at the Dual Engineering School—IMH Campus. We focus on one of the key teaching materials we have developed to structure an approach based on problem- and project-based learning: the long-term interdisciplinary STEM (iSTEM) project. This initiative has been implemented over the past three years in the first semester of the first year of the engineering degree program. We describe its design and execution, followed by an analysis of the evaluation methodology and results in relation to the defined learning objectives. Additionally, we present the evaluation tools used and the findings obtained, assessing both the iSTEM project’s ability to engage students in learning the subject and its impact on their knowledge development. The findings obtained from the various assessment instruments indicate that the implementation of the P2BL teaching methodology enables students to apply core engineering skills in problem-solving, while simultaneously fostering a deep understanding of the concepts, laws, and models from the different disciplines involved. Notably, the results also suggest that the development and application of engineering skills is a gradual process that requires time. Therefore, it is essential for students to continue engaging with the P2BL approach throughout their undergraduate studies.

Keywords

• problem-based learning
• project-based learning
• engineering degree
• integrated STEM project
• active teaching at university