Empowering Professional Teaching in Engineering. John Heywood

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СКАЧАТЬ Teaching as Research

       3.1 Introduction

       3.2 The Scholarship of Teaching

       3.3 Teaching and Design

       3.4 Teaching as Research–An Approach to Scholarship

       Notes and References

       3.5 Appendix

       4 Objectives and Outcomes

       4.1 The Social Efficiency Ideology

       4.2 The Objectives Movement

       4.3 The Taxonomy of Educational Objectives

       4.4 Eisner’s Objections to the Objectives Approach

       4.5 Instructional Planning

       4.6 Questioning, Questions, and Classroom Management

       4.7 Reconciliation: A Conclusion

       Notes and References

       5 Problem Solving, Its Teaching, and the Curriculum Process

       5.1 Introduction

       5.2 Definitions and Approaches to Teaching Problem Solving

       5.3 Types of Problem, Difficulty, and Complexity

       5.4 Assessment, Instruction, and Objectives–The Curriculum Process

       5.5 Difficulty in, and Time for Learning

       Notes and References

       6 Critical Thinking, Decision Making, and Problem Solving

       6.1 Introduction

       6.2 Teaching a Decision Making Heuristic

       6.3 Qualitative Strategies

       6.4 Critical Thinking

       6.5 A category for Problem Solving?

       6.6 Looking Back Over Journeys 4, 5, and 6

       Notes and References

       7 The Scholar Academic Ideology of the Disciplines

       7.1 Introduction

       7.2 The Received Curriculum or the Scholar Academic Ideology

       7.3 The Post Sputnik Reform Projects

       7.4 Discovery (inquiry) Based Learning

       7.5 Is Engineering a Discipline?

       Notes and References

       8 Intellectual Development

       8.1 The Spiral Curriculum

       8.2 Engineering and the School Curriculum

       8.3 Curriculum Questions Raised by Piaget’s Theory of Cognitive Development

       8.4 Intellectual Development: Perry and King and Kitchener

       Notes and References

       9 Organization for Learning

       9.1 Introduction

       9.2 The “Advanced Organizer”

       9.3 Using “Advanced Organizers”

       9.4 Prior Knowledge; Memory

       9.5 Cognitive Organization

       9.6 Mediating Responses

       9.7 Impact of K-12 and Career Pathways

       Notes and References

       10 Concept Learning

       10.1 Robert Gagné

       10.2 Misperceptions

       10.3 Using Examples

       Notes and References

       11 Complex Concepts

       11.1 Complex and Fuzzy Concepts

       11.2 Staged Development

       11.3 Concept Mapping and Key Concepts

       Notes and References

       12 The Learning Centered Ideology–How Much Should We Know About Our Students?

       12.1 Introduction

       12.2 Communities of Practice, Communities that Care

       12.3 Learning Styles

       12.4 Convergent and Divergent Thinking

       12.5 Kolb’s Theory of Experiential Learning

       12.6 Felder-Solomon Index of Learning Styles

       12.7 Temperament and Learning Styles

       Notes and References

       13 Intelligence СКАЧАТЬ