Physics concepts: Engineering PBL at USQ

Abstract

Problem based learning (PBL) has been incorporated into the curriculum of programs offered by the Faculty of Engineering and Surveying at the University of Southern Queensland (USQ) since 2001. This paper examines student learning in a team-based PBL course offered in 2006. The study checks students’ understanding of 10 fundamental physics concepts using computer administered quizzes conducted at the beginning and end of the semester. Pre-course results indicate that there is no difference in students’ general understanding of physics concepts between those entering PBL and those entering the more traditional physics course. Neither was there a difference based on the type of physics curriculum they had undertaken at secondary level. It was found that this PBL course is ‘pitched’ at the physics concepts in which students have the greatest prior knowledge. At the completion of the course only one question resulted in greater than 50% incorrect answers by those who had not previously studied physics, with the same question also being the least correctly answered by those that had previously studied physics. Further, students with less than 1 year of physics in year 11 and 12 are benefiting most from the physics content of this PBL course.