Teaching for Understanding in Engineering Education

Hants Kipper, Tiia Rüütmann

Abstract


The article introduces effective teaching strategies and models suitable for teaching engineering, implemented at Estonian Centre for Engineering Pedagogy. Introduced models are designed to capitalize deep understanding and critical thinking in teaching engineering. Accordingly students will be able to explain, find evidence and examples, generalise, apply, analogise and represent a topic in a new way. At least four different kinds of knowledge are essential for expert teaching: knowledge of content; pedagogical content knowledge; general pedagogical knowledge; and knowledge of learners and learning. The goal of the article is to help engineering teachers acquire knowledge in each of these areas.

Keywords


Critical thinking; deep understanding; engineering education; teaching models; teaching strategies.

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International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
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