Abstract:
In this study, a qualitative research approach, phenomenography was used to examine students’ experiences on project-based learning (PBL) in engineering education in Bangladesh. Sixteen engineering students from two universities in Bangladesh participated in semi-structured in-depth interviews where they discussed their experiences about PBL, specifically how they experienced it in their engineering class setting. The interviews were analyzed using seven steps of phenomenographic data analysis. The outcomes revealed that, PBL in engineering education is conceived in four qualitatively different ways: understanding engineering concept; enhancing networked learning; changing conceptual development; and linking knowledge to the real practices. Four dimensions of variation were identified and explored to establish relationships that exist among these conception, which include: purpose of PBL; role of the teachers; role of the students; and level of engagement in PBL. The findings reveal that, PBL is a pedagogical techniques that provides deeper understanding of engineering knowledge and skills. It also provides engineering students with the opportunity to developed new knowledge and how to apply this newly developed knowledge into real practice. Therefore, this study will provide empirical study to understand the present pedagogical application of PBL in engineering education of Bangladesh, and the empirical findings of this study also provides useful insights about the different ways of seeing PBL in engineering class setting.
