摘要：På Aalborg Universitet skete der i 2010 en omorganisering af stu-dieordningerne på Det Teknisk-Naturvidenskabelige Fakultet. Blandt ændringerne var, at de traditionelle projekter fyldte mindre, en større adskillelse af den formelle sammenhæng mellem kurser og projekter og en opdeling af kurserne i blokke på 5 ECTS. Vi sammenlignede erfaringerne med både den nye og den gamle model hos 10.-semesterstuderende på tre uddannelser og konkluderede, at de adspurgte studerende lagde stor vægt på projektarbejdet både i den gamle og den nye model, men at der var en signifikant lavere oplevelse af sammenhæng på et semester nu ift. før. De studerende prioriterede nu kursuseksamen højere til sidst i semesteret. Overordnet viste undersøgelsen også, at forholdet mellem det fagorienterede og det problemorienterede i de to PBL-modeller, og PBL-modeller generelt, ofte ikke var som modellerne overordnet gav udtryk for. Eksempelvis havde den nye model flere fagorienterede kurser og var derfor fra én synsvinkel et skridt mod en mere fagorienteret PBL-model; på den anden side havde de studerende i den nye model tidsmæssigt stadig mest fokus på det problemorienterede projekt og de fagorienterede kurser indeholdt PBL-lignende miniprojekter. De studerendes adfærd i en ændret undervisningsmodel var således mere kompleks, end man umiddelbart kunne antage. In 2010 Aalborg University reorganized the curriculum at the Faculty of Engineering and Science. The new curriculum scheduled less time for group projects and there was a formal separation between project and course work in each semester. The courses were also divided into 5 ECTS blocks. We compared student experiences of the old and new curriculums for three study programmes. Our results reveal that whereas in the old curriculum, students would prioritize the projects, with the new curriculum there was more focus on course work and linked examinations and the students found each semester more fragmented than before. This led us to question whether the new model had more subject-oriented courses, which would suggest a move towards a subject based PBL (problem based learning) model, or whether the students still spent most time on projects because the subject based courses contained PBL mini projects. Generally the study showed that the relationship between subject and problem solving in the two curricula models was not always obvious, and that the students’ behaviour in a changed teaching model was more complex than one might at first anticipate.
