Empowering Professional Teaching in Engineering: Sustaining the Scholarship of Teaching

Morgan & Claypool Publishers
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Each one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes "good teaching". The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them.

Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction.

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About the author

John Heywood is a Professorial Fellow Emeritus of Trinity College Dublin-University of Dublin. He was given the best research publication award of the Division for the Professions of the American Educational Research Association for Engineering Education: Research and Development in the Curriculum and Instruction in 2006. Recently, he published The Assessment of Learning in Engineering Education: Practice and Policy. Previous studies among his 150 publications have included Learning, Adaptability and Change; The Challenge for Education and Industry, and co-authored Analysing Jobs, a study of engineers at work. He is a Fellow of the American Society for Engineering Education, a Fellow of the Institute of Electrical and Electronic Engineers, and an Honorary Fellow of the Institute of Engineers of Ireland. In 2016 he received the Pro Ecclesia et Pontifice Cross from the Pope for his services to education.

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Additional Information

Publisher
Morgan & Claypool Publishers
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Published on
Mar 1, 2018
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Pages
245
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ISBN
9781681732947
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Best For
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Language
English
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Genres
Education / General
Education / Teaching Methods & Materials / General
Education / Teaching Methods & Materials / Science & Technology
Technology & Engineering / Engineering (General)
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Content Protection
This content is DRM protected.
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Before your students can discover accurate science, you need to uncover the preconceptions they already have. This book helps pinpoint what your students know (or think they know) so you can monitor their learning and adjust your teaching accordingly. Loaded with classroom-friendly features you can use immediately, the book is comprised of 25 "probes", brief, easily administered activities designed to determine your students' thinking on 44 core science topics (grouped by light, sound, matter, gravity, heat and temperature, life science, and Earth and space science).

The probes are invaluable formative assesment tools to use before you begin teaching a topic or unit. The detailed teacher materials that accompany each probe review science content, give connections to National Science Education Standards and Benchmarks; present developmental considerations; summarize relevant research on learning; and suggest instructional approaches for elementary, middle, and high school students. Other books may discuss students' general misconceptions about scientific thinking about scientific ideas. Only this one provides probes, single, reproducible sheets, you can use to determine students' thinking about, for example, photosynthesis, moon phases, conservation of matter, reflections, chemical change, and cells. Each probe has been field-tested with hundreds of students across multiple grade levels, so they're proven effective for helping your students reexamine and further develop their understanding of science concepts.

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