摘要：AbstractConcrete technology laboratory involved a series of experiments in order to obtain specified strength of concrete samples. The lab is a hands-on where the second year students of civil engineering do the actual design, material properties test, mixing the concrete, wet and hardened concrete test. Concrete technology laboratory were handled in traditional way where students are given the laboratory manual, without knowing why each experiment is run and what is the relationship between the experiments with real engineering problems. In 2007 the Department of Civil and Environmental Engineering, National University of Malaysia (UKM) has taken initiative to introduce problem based learning in concrete technology laboratory and continued in 2011. The concrete technology laboratory is part of Material Technology course syllabus in UKM. Problem based learning (PBL) is a recognised teaching and learning strategy used to engage students in deep rather than surface learning. Implementing PBL in concrete technology laboratory work will reduce a problem such as free riders and lack of understanding the relationship between individual experiments with the problem to be solved. The paper focuses on the development of this process from traditional lab to PBL, which includes past and latest experiences, strategy and difficulties.
