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PBL in Engineering Education pp 1–12Cite as

PBL Curriculum Strategies

From Course Based PBL to a Systemic PBL Approach

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Abstract

These words are formulated by Freire in Education for critical consciousness. We could formulate similar hypotheses: while all problem and project based learning (PBL) transitions involve change, not all PBL changes result in more comprehensive transition. If academic staff and students are not critically aware of the transition from a lecture-based curriculum to a problem and project based curriculum, contradictions increase between ways of knowing, acting and being in the traditional curriculum and an emerging curriculum.

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Author information

Authors and Affiliations

  1. Aalborg Centre for PBL in Engineering Science and Sustainability under the auspices of UNESCO, Aalborg University, Denmark

    Anette Kolmos

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  1. Anette Kolmos
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Editor information

Editors and Affiliations

  1. Aalborg Centre for PBL in Engineering Science and Sustainability under the auspices of UNESCO, Aalborg University, Denmark

    Aida Guerra

  2. Iron Range Engineering Program, Itasca Community College, Minnesota State University, Mankato, USA

    Ronald Ulseth

  3. Aalborg Centre for PBL in Engineering Science and Sustainability under the auspices of UNESCO, Aalborg University, Denmark

    Anette Kolmos

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© 2017 Sense Publishers

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Kolmos, A. (2017). PBL Curriculum Strategies. In: Guerra, A., Ulseth, R., Kolmos, A. (eds) PBL in Engineering Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-905-8_1

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  • DOI: https://doi.org/10.1007/978-94-6300-905-8_1

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-905-8

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