Disciplinary learning in project-based undergraduate engineering education: The case for new knowledge

Project-based Learning (PjBL) utilises a series of authentic projects which reflect the 'unit of work' as experienced in the engineering workplace; is understood to be closer to professional realities and involves the collaborative application of knowledge, understanding and skills. Moreover, it offers curriculum designers a pedagogical approach which moves away from a more didactic, knowledge-led curriculum to a more active, student-centred approach to learning. However, it is often suggested that PjBL in engineering education is more directed to the application of knowledge as opposed to the acquisition of knowledge. This is seen to limit both the learning outcomes of PjBL and the likelihood of students developing both generic skills alongside disciplinary knowledge and technical skills. Drawing on qualitative data collected through observations of PjBL activities and interviews with undergraduate engineering students in situ, we show how students develop their disciplinary understanding through collaborative learning and engagement.