Integration of work based learning in engineering education

Fink, Flemming Kobberøe

doi:10.1109/fie.2001.963747

Cited by 22 publications

(8 citation statements)

References 2 publications

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“…One of the few examples of research in engineering education was a study of college students who engaged in realistic ethical problems in engineering; the researchers found that these students were able to generate better arguments than those who did not participate in the intervention (Jonassen et al, 2009). Others have suggested that engineering students who participate in problembased learning (PBL) improve their problem-solving abilities, critical evaluation, and argumentation skills, which are used by practicing engineers (Fink, 2001). While these research studies and reports have identified that argumentation is important, little is known about how it is used in P-12 engineering education.…”

Section: Argumentation In Educationmentioning

confidence: 99%

Teachers’ Incorporation of Argumentation to Support Engineering Learning in STEM Integration Curricula

Mathis¹,

Siverling²,

Glancy³

et al. 2017

Journal of Pre-College Engineering Education Research (J-PEER)

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One of the fundamental practices identified in Next Generation Science Standards (NGSS) is argumentation, which has been researched in P-12 science education for the previous two decades but has yet to be studied within the context of P-12 engineering education. This research explores how elementary and middle school science teachers incorporated argumentation into engineering design-based STEM (science, technology, engineering, and mathematics) integration curricular units they developed during a professional development program. To gain a better understanding of how teachers included argumentation in their curricula, a multiple case study approach was conducted using four STEM integration units. While evidence of argumentation was found in each curriculum, the degree to which it appeared in each case varied. The strongest potential for argumentation occurred when students were required to explain and justify their final engineering design solutions to the client; certain guiding questions and discussions also promoted argumentation, depending on their structure. Additionally, argumentation was found to support engineering concepts such as the process of design, engineering thinking, communication in engineering contexts, and the application of science, mathematics, and engineering content. These findings support the idea that argumentation can be integrated into P-12 engineering education contexts in order to support students' STEM learning.

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Section: Argumentation In Educationmentioning

confidence: 99%

Teachers’ Incorporation of Argumentation to Support Engineering Learning in STEM Integration Curricula

Mathis¹,

Siverling²,

Glancy³

et al. 2017

Journal of Pre-College Engineering Education Research (J-PEER)

View full text Add to dashboard Cite

show abstract

“…Many universities and engineering colleges have the opinion that pedagogical activities must actively involve the students in order to motivate them to learn basics of mathematics and physics. Problem-based learning and working with projects has already been implemented in engineering educations in many different universities [1][2][3][4][5][6][7]. This paper describes one of the methods, which actively engage the students for learning the basics in engineering, mathematics and physics in our undergraduate program.…”

Section: Introductionmentioning

confidence: 99%

Motivating students to study the basics of electronic engineering in the world full of electronics

Friesel

2009

2009 EAEEIE Annual Conference

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This paper describes the experience in teaching the basic engineering mathematics and physics as part of projects involving digital signal processing, programming, circuit theory, dynamical systems and control theory at the department of Electronics and Information Technology, at the Copenhagen University College of Engineering in Denmark. Modern engineering students are difficult to motivate in order to learn pure theoretical issues such as solving differential equations. Especially when we talk about undergraduate engineering students, who do not expect to continue their education higher than a Bachelor of Engineering. At the same time, and for the same reason, the fail rate in mathematics and physics is very high during the first two semesters. This was the reason we decided to change the structure of our education and incorporate the theory with practical projects. This paper describes the main points of our program, and shows some examples of semester-projects. Semester projects are the motivating factors. The examination results show improved learning potential, when using this method of educating mathematics and physics. The students' evaluations show a very positive effect on their experience with this "practical" way of learning the theory. The evaluation results have shown higher pass rates and higher grading, especially for the practical oriented students.

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“…One of the transdisciplinary way to achieve knowledge in the mechatronical context is the Problem-Based Learning (PBL) method, working together with other active learning models, such as: group work, guided design, work-based learning, learning by doing and case studies, learning by discovery, being distinguished from these by solving a complex and realistic problem (Altshuller et al, 1989;Barret, 2005;Boud & Feletti, 1991;Fink, 2002;Grinko, 2008;Savary, 2006). The basic ideas behind Problem Based Learning are active learning, constant assessment, emphasis on meaning and not on facts, freedom and responsibility, access to resources.…”

Section: The Mechatronician a New Synergistic Job Profilementioning

confidence: 99%