Teacher Competences for Active Learning in Engineering Education

Neves, Renato Martins das; Lima, Rui M.; Mesquita, Diana

doi:10.3390/su13169231

Cited by 26 publications

(15 citation statements)

References 32 publications

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“…Assessment methods that do not agree with individual teaching strategies should be avoided, as they can lead to student academic performance results that do not correspond to the actual learning acquired [3]. Therefore, educational institutions must offer teacher training programs that help teachers to develop the desired competencies in engineering courses [50], and thus help students to achieve better academic performances. Predicting academic performance based on appropriate student profiles can be a valuable tool in guiding instructors to implement timely and relevant teaching strategies to optimally benefit their students [51].…”

Section: Discussionmentioning

confidence: 99%

Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico

et al. 2022

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In sustainable education, it is important to analyze student diversity in order to create strategies that allow for the implementation of inclusive education based on the differences observed among students. To achieve this, a sample of 321 first-year engineering students (107 females and 214 males) at a private university in northeast Mexico was analyzed during the 2020 academic year. Students were classified according to their gender, engineering program, and the development of their multiple intelligences according to Howard Gardner theory of multiple intelligences. To verify the effect of gender and program factors on the development of multiple intelligences, Kruskal–Wallis tests were performed with α = 0.05. The analysis of the effects of gender identified significant differences in four intelligences: linguistic and interpersonal (for which the female students obtained higher mean scores) and mathematical and visual (for which the male students obtained higher mean scores). The analysis of the effects of the engineering program identified significant differences in five intelligences: mathematical, visual, and musical (for which civil engineering students obtained a higher mean score than the students in the other programs); kinesthetic (for which computer science students obtained a lower mean score than students in the other programs); and naturalistic (for which sustainability engineering students obtained a higher mean score than students in the other programs). These differences allowed us to observe the characteristics of the students and to develop more inclusive courses in order to make the teaching and learning process more optimal and sustainable.

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Section: Discussionmentioning

confidence: 99%

Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico

et al. 2022

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“…We can affirm that regardless of the area in which a teacher works, it is essential to work from active methodological approaches mediated by technology. In this regard, Neves et al (2021) indicate that when implementing innovative teaching-learning methodologies, the challenge encountered by teachers is generally associated with the uncertainty of developing the contents in practice, how to mediate in this new context in which the teacher is involved in both the teaching and learning process. Active learning requires the need for teachers to be highly prepared, both technically and pedagogically.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of the Variables Influencing the Selection of Active Methodologies

et al. 2022

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Transferring a pedagogical proposal from a face-to-face environment to a virtual one is not an automatic conversion. It requires a thorough instructional design and the appropriate methodology. The main purpose of this study is to analyze the variables that influence the selection of an active methodology mediated by information and communication technologies for the design of a didactic sequence developed in a digital environment. We have worked with a sample of teachers who have participated in a training experience in which they have built a didactic proposal for a digital environment, selecting an active methodology from a reflective dynamic based on objective criteria. The study shows that there is a positive association between the year the course was taken, the sex of the participants and the stage where the participants work, and the chosen methodology. Finally, the area of knowledge taught is not a determining factor. It is concluded that regardless of the methodological selection, teachers tend to value the didactic component training over the instrumental one, although it is decisive that the training deals with technology, but from a techno pedagogical perspective.

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“…Additionally, the development of strategies and methodologies for teaching purpose that concomitantly seek to consolidate students' learning should consider the effects of teachers' intrinsic motivation, innovation, creativity, mental and psychological control, and working conditions that add quality to engineering education (Neves, Lima & Mesquita, 2021). Other scholars argued the teaching value of sustainability, teaching approach and evaluation, curriculum mapping, and the responsible management of teaching development as effective high-quality teaching in the pursuit of adding the value of education for sustainable development (Lai & Peng, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Fostering Skills for Sustainability – Lessons Learnt from Curriculum Design and Learning Outcomes

Fleacă¹,

Fleacă

Maiduc

2023

EJSD

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Sustainability thinking plays a key role in business development and transformative approach for a safe, sustainable and prosperous future. Education is expected to take action to provide meaningful learning opportunities in different settings and contexts to foster critical thinking thereby understanding the importance of sustainable lifestyles, a climate-neutral economy and a fair society. Given the increased responsibility of higher education providers for preparing students as future responsible change agents, the study analyzed the curriculum design to foster sustainability skills of students in the particular case of the educational project for cooperation in higher education, implemented from 2020 to 2022. A quantitative survey was conducted aiming at assessing the learners' satisfaction and the fulfillment of learning outcomes, drawing up findings and improvement gaps to facilitate further exploitation of results. The findings suggested the improvements from one session to another and the positive changes induced through the aid of course objectives, specific learning outcomes, and the correlation between sustainability themes, SDGs topics, and subjects taught. These stimulated the acquisition of knowledge, skills and attitudes toward sustainability as well as hands-on opportunities to change the status quo, to improve teaching and learning, enabling a better alignment of curricula outcomes in the area of business engineering education. Finally, the authors highlighted the curriculum content and methodological approach may be used and adjusted in different educational settings boosting synergies with other initiatives of a similar nature in other institutional and national contexts. Keywords: sustainable development, curriculum design, learning outcomes, sustainability skills, quality education

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Teacher Competences for Active Learning in Engineering Education

Cited by 26 publications

References 32 publications

Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico

Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico

An Analysis of the Variables Influencing the Selection of Active Methodologies

Fostering Skills for Sustainability – Lessons Learnt from Curriculum Design and Learning Outcomes

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