An interdisciplinary complex problem as a starting point for learning: Impact of the PBL method in second-year Environmental engineering students

[EN] Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration) have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.This research study has been funded by the UPV/EHU through the educational innovation project entitled “Environmental Problem Based Learning: ∫ disciplines”. Grateful acknowledgement is also made to ERAGIN (Encourage in Basque) and BEHATU (Observe in Basque) active learning professional development programmes.Saez De Camara, E.; Lopez-Urionabarrenechea, A.; Azpiazu, MN.; Ruiz De Arbulo, P.; Insunza, G. (2015). An interdisciplinary complex problem as a starting point for learning: Impact of the PBL method in second-year Environmental engineering students. Multidisciplinary Journal for Education, Social and Technological Sciences. 2(2):153-175. doi:10.4995/muse.2015.3697.1531752