Educational reconstruction as model for the theory-based design of student-centered learning environments in electrical engineering courses
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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Educational reconstruction as model for the theory-based design of student-centered learning environments in electrical engineering courses. / Block, Brit-Maren.
Proceedings of 2016 IEEE Global Engineering Education Conference (EDUCON2016) : „Smart Education in Smart Cities“. IEEE - Institute of Electrical and Electronics Engineers Inc., 2016. S. 105-113 7474539 (IEEE Global Engineering Education Conference, EDUCON; Band 10-13-April-2016).Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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RIS
TY - CHAP
T1 - Educational reconstruction as model for the theory-based design of student-centered learning environments in electrical engineering courses
AU - Block, Brit-Maren
N1 - Conference code: 7
PY - 2016/5/19
Y1 - 2016/5/19
N2 - Engineering education still faces the challenge to improve the conceptual understanding of basic coherences that gives many students trouble. This paper represents the model of educational reconstruction as a research framework for a consistent student-centered education, as a means for innovative curriculum, and course design. Looking at it from the theoretical side of educational reconstruction, the focus is consistent on the development of students' conceptions of electrical engineering basics (e.g. voltage and potential concept). In the following, the research design and used methods are introduced. The empirical findings built the starting point to address students' learning difficulties with appropriate theory-based interventions. The developed interventions are implemented into the undergraduate course "Electrical Engineering". The final evaluation gives new theoretical insights and action proposals of how the model of educational reconstruction in Engineering Education can be used successfully to improve teaching and learning mechanism in a theory-based manner and to design student-centered learning environments.
AB - Engineering education still faces the challenge to improve the conceptual understanding of basic coherences that gives many students trouble. This paper represents the model of educational reconstruction as a research framework for a consistent student-centered education, as a means for innovative curriculum, and course design. Looking at it from the theoretical side of educational reconstruction, the focus is consistent on the development of students' conceptions of electrical engineering basics (e.g. voltage and potential concept). In the following, the research design and used methods are introduced. The empirical findings built the starting point to address students' learning difficulties with appropriate theory-based interventions. The developed interventions are implemented into the undergraduate course "Electrical Engineering". The final evaluation gives new theoretical insights and action proposals of how the model of educational reconstruction in Engineering Education can be used successfully to improve teaching and learning mechanism in a theory-based manner and to design student-centered learning environments.
KW - Engineering
KW - Didactics/teaching methodology
KW - design based research
KW - model of educational reconstruction
KW - student-centered learning environments in Engineering
UR - http://www.scopus.com/inward/record.url?scp=84994682787&partnerID=8YFLogxK
U2 - 10.1109/EDUCON.2016.7474539
DO - 10.1109/EDUCON.2016.7474539
M3 - Article in conference proceedings
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 105
EP - 113
BT - Proceedings of 2016 IEEE Global Engineering Education Conference (EDUCON2016)
PB - IEEE - Institute of Electrical and Electronics Engineers Inc.
T2 - 7th IEEE Global Engineering Education Conference - EDUCON 2016
Y2 - 11 March 2016 through 13 April 2016
ER -