This study examines the theoretical foundations of the teaching method known
as Problem-Based Learning (PBL). We discuss the origins of the approach and
its application to the field of engineering education, and also provide a number
of basic guidelines. Practical aspects concerning the design and implementation
of PBL are considered, along with various studies into its use with the technical
sciences. Finally, we report on research into the adoption of PBL for the
teaching of engineering courses during the academic years 2013-14 and 2014-
15 at the School of Engineering of the University of Huelva
