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.
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.
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.
While a significant body of knowledge has evolved in the fieldof engineering education over the years, much of the publishedinformation has been restricted to scholarly journals and has notfound a broad audience. This publication rectifies that situationby reviewing the findings of nearly 2,000 scholarly articles tohelp engineers become better educators, devise more effectivecurricula, and be more effective leaders and advocates incurriculum and research development.
The author's first objective is to provide an illustrativereview of research and development in engineering education since1960. His second objective is, with the examples given, toencourage the practice of classroom assessment and research, andhis third objective is to promote the idea of curriculumleadership.
The publication is divided into four main parts:Part I demonstrates how the underpinnings ofeducation—history, philosophy, psychology,sociology—determine the aims and objectives of the curriculumand the curriculum's internal structure, which integratesassessment, content, teaching, and learningPart II focuses on the curriculum itself, considering such keyissues as content organization, trends, and change. A chapter oninterdisciplinary and integrated study and a chapter on project andproblem-based models of curriculum are includedPart III examines problem solving, creativity, and designPart IV delves into teaching, assessment, and evaluation,beginning with a chapter on the lecture, cooperative learning, andteamwork
The book ends with a brief, insightful forecast of the future ofengineering education. Because this is a practical tool andreference for engineers, each chapter is self-contained and may beread independently of the others.
Unlike other works in engineering education, which are generallyintended for educational researchers, this publication is writtennot only for researchers in the field of engineering education, butalso for all engineers who teach. All readers acquire a host ofpractical skills and knowledge in the fields of learning,philosophy, sociology, and history as they specifically apply tothe process of engineering curriculum improvement andevaluation.
The various chapters will enable the student to approach the Bible in such a way as to have a proper understanding of the text and the truth that it reveals to us. There is an introduction to the historical situations of the biblical period and their relationship to the world of that time. Space is also given to summarizing the content of each biblical book in order to provide an overview, helping you to see the big picture. In each study of a particular doctrine, the emphasis is on what the Bible teaches and the place of a personal God with whom we can have a living relationship through Jesus Christ his Son.
Each chapter is complete in itself and is written in plain English, with technical terms explained where necessary. They provide a foundation upon which the student can build to whatever level is appropriate.