How Do We Teach? A Practical Guide for Engineering Educators

被引：0

作者：

Forcael, Eric ^{[1
]}

Garces, Gonzalo ^{[1
]}

Backhouse, Peter ^{[2
]}

Bastias, Elena ^{[3
]}

机构：

[1] Univ Bio Bio, Dept Civil & Environm Engn, Concepcion, Chile

[2] Univ Bio Bio, Coll Engn, Concepcion, Chile

[3] Univ Bio Bio, Pedag & Curriculum Dev Unit, Concepcion, Chile

来源：

INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION | 2018年 / 34卷 / 05期

关键词：

educational paradigms; didactic strategies; positivism; constructivism; socio-critical; communicative-critical; STYLES; MODEL; COMTE;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

For centuries, engineering has been taught based on diverse educational paradigms, with a remarkable predominance of traditional approaches. During the last decades, new educational paradigms and didactic strategies have arisen. Nevertheless, it was not always the case that engineering educators had a clear understanding of a paradigm or a strategy being used. Thus, after an exhaustive review of literature, this paper presents a guide for engineering educators that shows how the multiple didactic strategies are classified within the four educational paradigms found in engineering education (positivism, constructivism, socio-critical and communicative-critical).

引用

页码：1451 / 1466

页数：16