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Macias-Guarasa J., Montero J. M. & San-Segundo R. et al. (2006). « A project-based learning approach to design electronic systems curricula ». IEEE Transactions on Education, vol. 49, n° 3, août, p. 389–397. ISSN 0018-9359. 
Added by: Catherine Reverdy (25 Jul 2013 11:40:22 Europe/Paris)   Last edited by: Catherine Reverdy (02 Sep 2013 14:24:26 Europe/Paris)
Resource type: Journal Article
DOI: 10.1109/TE.2006.879784
ID no. (ISBN etc.): 0018-9359
BibTeX citation key: MaciasGuarasa2006
Categories: Apprentissages et psychologie
Subcategories: Apprentissage par projet
Keywords: pratique pédagogique
Creators: Araujo, Macias-Guarasa, Montero, Nieto-Taladriz, San-Segundo
Collection: {IEEE} Transactions on Education
Views: 1532/1724
Views index: 21%
Popularity index: 5.25%
Abstract     
This paper presents an approach to design Electronic Systems Curricula for making electronics more appealing to students. Since electronics is an important grounding for other disciplines (computer science, signal processing, and communications), this approach proposes the development of multidisciplinary projects using the project-based learning ({PBL)} strategy for increasing the attractiveness of the curriculum. The proposed curriculum structure consists of eight courses: four theoretical courses and four {PBL} courses (including a compulsory Master's thesis). In {PBL} courses, the students, working together in groups, develop multidisciplinary systems, which become progressively more complex. To address this complexity, the Department of Electronic Engineering has invested in the last five years in many resources for developing software tools and a common hardware. This curriculum has been evaluated successfully for the last four academic years: the students have increased their interest in electronics and have given the courses an average grade of more than 71\% for all {PBL} course evaluations (data extracted from students surveys). The students have also acquired new skills and obtained very good academic results: the average grade was more than 74\% for all {PBL} courses. An important result is that all students have developed more complex and sophisticated electronic systems, while considering that the results are worth the effort invested
  
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