Teaching for Understanding in Engineering Education

Authors

  • Hants Kipper Tallinn University of Technology, Ehitajate tee 5, 19086 Tallinn, Estonia
  • Tiia Rüütmann Tallinn University of Technology

DOI:

https://doi.org/10.3991/ijep.v3iS1.2402

Keywords:

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

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.

Author Biographies

Hants Kipper, Tallinn University of Technology, Ehitajate tee 5, 19086 Tallinn, Estonia

Estonian Centre for Engineering Pedagogy,

Lecturer, MSc(Eng), MA(Educ)

Member of IGIP IMC

Tiia Rüütmann, Tallinn University of Technology

Estonian Centre for Engineering Pedagogy,

Head of th Centre, Associate Professor, PhD

Member of IGIP EC

Downloads

Published

2013-02-09

How to Cite

Kipper, H., & Rüütmann, T. (2013). Teaching for Understanding in Engineering Education. International Journal of Engineering Pedagogy (iJEP), 3(S1), pp. 55–63. https://doi.org/10.3991/ijep.v3iS1.2402

Issue

Vol. 3 (2013): Special Issue: TaT'2012

Section

Papers

License

The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
This journal has been awarded the SPARC Europe Seal for Open Access Journals (What's this?)