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Abstract This paper presents the student evaluation of a problem-based learning (PBL) implementation in the postgraduate engineering curriculum of a public university in Brazil. This investigation adopts a qualitative and collaborative design, as suggested when the research objective is to study phenomena in their natural settings in terms of the meanings people bring to them and when the data collected cannot be statistically handled easily. To this end, an instructional method based on PBL principles and activities was implemented in an administration theory course during one semester. The data utilized in this paper derive from participant observation and an end-of-term questionnaire in which the students were asked to evaluate the instructional method, its advantages and disadvantages, comment on some of its features, and give improvement suggestions. The student evaluations show that the approach used was very satisfactory and may have promoted the acquisition of knowledge as well as the development of some desirable skills and attitudes, such as teamwork and communication skills and respect for divergent ideas. Despite the favourable outcomes, the conclusion about the viability of using this instructional method in the context in question still depends on further consideration of some institutional and teacher-related issues. Keywords: Problem-based learningEngineering educationPostgraduate education Acknowledgements The authors are indebted to the teacher who kindly volunteered to participate in this project and to CAPES (the Brazilian agency for the improvement of higher education faculty and staff) for financial support.
Ribeiro et al. (Tue,) studied this question.