Please use this identifier to cite or link to this item:
|Title:||Puzzle-based learning: The first experiences|
|Citation:||Proceedings of the 20th 2009 AaeE Conference, 2009: pp.138-144|
|Conference Name:||Australasian Association for Engineering Education Conference (20th : 2009 : Adelaide, South Australia)|
|Nickolas Falkner, Raja Sooriamurthi and Zbigniew Michalewicz|
|Abstract:||While students of science and technology are trained to recognise familiar problems with known solutions, they may not be sufficiently prepared to address novel real-world problems. As a step in this direction, we have created and experimented with a new course that is aimed at getting students to think about how to frame and solve unstructured problems. The pedagogical goal is increase students’ mathematical awareness and general problem solving skills by employing puzzles, which are educational, engaging, and thought provoking. Over the past year we have run a new course on Puzzle-Based Learning in Australia, United States, and Qatar, with classes from 15 to 380 students. The course is offered in two versions: a full-semester course, and a unit within a general course, such as Introduction to Engineering. In this paper we share our experiences in teaching both courses and discuss our pedagogical objectives, teaching approaches, and coursework. Preliminary observations indicate that the puzzlebased learning approach is assisting students by providing a framework to explore critical thinking, as well as being fun and interesting.|
|Rights:||Copyright © 2009 Remains the property of the author(s).|
|Appears in Collections:||Computer Science publications|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.