Abstract:

In this paper the authors would like to present some of the experiences from implementing projects in STEM-courses (STEM: Science, Technology, Engineering, Mathematics) STEM-courses are practical subjects that need an individual perspective for creating something new, especially in engineering and technology studies – where knowledge should be gathered not only from books but by experience. Students should be engaged and motivated. Brainstorming, design thinking, problem solving, collaboration and modelling are just a few of the teaching and learning methods that are applicable to get the experience in this field. All those activities can be found in Project Based Learning (PBL). There are many examples of PBL models in literature, but in this paper the authors will focus on practical implementation of project in technical subjects – how to reach the needs of students and support them in the process of product development problem solving. Based on the authors long-term experience with different projects at different universities, the data is gathered both from teachers and students to indicate how to implement successful projects-based learning method in a practical and administrative way to support students learning. This paper will present how to prepare and develop such projects with students in university courses. In the described situations PBL is an additional form of teaching, together with classical lectures. This teaching and learning method can be used to prepare students to develop critical thinking, interdisciplinary thinking, creativity and self-awareness.

Keywords:

Project based learning, innovative teaching methods, student-centered learning, active learning, 21st century skills.