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Integrating Science, Technology, Engineering and Mathematics contents through PBL in an Industrial Engineering and Management first year program

机译：通过PBL将科学，技术，工程和数学内容集成在工业工程和管理第一年计划中

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Paper aimsThis paper presents teachers and students perspectives of integration Science, Technology, Engineering and Mathematics (STEM) courses contents into the first year of Industrial Engineering and Management (IEM) program through Project-Based Learning (PBL).OriginalityThese perspectives provide strategies that IEM teachers could use to challenge students to apply STEM contents to design a product and its production system by developing a semester interdisciplinary project.Research methodGrounded on project deliveries and an on-line questionnaire, the teachers and students’ work and perceptions were analysed in order to understand and to evaluate the effectiveness of such strategies.Main findingsResults pointed out a general satisfaction of the teachers with the way teams integrate the STEM contents to design the production system and the product and students proud of their projects.Implications for theory and practicePBL is recognized as an active learning methodology that engages students in their own learning process and allows them to realize the relevance of all courses and the role of each to design a product/production system. Nevertheless, is fundamental a good knowledge of the PBL process to achieve this.
机译：Paperstimsthis文件通过基于项目的学习（PBL），将师生与学生融合科学，技术，工程和数学（Stew）课程内容集成到工业工程和管理（IEM）计划的一年内容，提供了IEM的策略教师可以用来挑战学生通过开发一个学期跨学科项目来挑战学生来设计产品及其生产系统。研究方法，在项目交付和在线问卷，教师和学生的工作和看法进行了分析，以便了解并评估这种策略的有效性.Main的发现事项指出了与团队整合茎内容设计生产系统的教师的一般性满意，并为其项目的产品和学生提供了自尊心的认可作为engag的积极学习方法ES学生在自己的学习过程中，并允许他们实现所有课程的相关性和每个设计产品/生产系统的角色。尽管如此，是对达到PBL过程的良好知识来实现​​这一目标。

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