Abstract
These words are formulated by Freire in Education for critical consciousness. We could formulate similar hypotheses: while all problem and project based learning (PBL) transitions involve change, not all PBL changes result in more comprehensive transition. If academic staff and students are not critically aware of the transition from a lecture-based curriculum to a problem and project based curriculum, contradictions increase between ways of knowing, acting and being in the traditional curriculum and an emerging curriculum.
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Guerra, A., Ulseth, R. (2017). Perspectives on Engineering Curriculum Change. In: Guerra, A., Ulseth, R., Kolmos, A. (eds) PBL in Engineering Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-905-8_8
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DOI: https://doi.org/10.1007/978-94-6300-905-8_8
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