A student teaching-based instructional model
- Autores: M. A. Mooney, Paul Mooney
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 17, no. Extra 1, 2001 (Ejemplar dedicado a: Learning Styles), págs. 10-16
- Idioma: inglés
- Enlaces
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Resumen
The rapidly changing engineering profession demands the education of life-long learners, indivi-duals who can adapt and thrive through change and evolving disciplines. This calls for a dualemphasis in engineering education on process (thinking, integration, discovery, communication)and product (knowledge). Furthermore, instructors of engineering curriculum understand very wellthe adage `one never really learns a subject until one teaches it'. The perspective and preparatoryeffort required in teaching builds strong discovery, integration, comprehension, and communicationskills. An instructional framework invoking this adage while building process and product skills ispresented. The student teaching model (STM) is geared towards student interpretation, synthesis,presentation, and discussion of content material. This paper presents the development of the STMinstructional framework, with particular emphasis on the underlying cognitive principles. The fieldof cognitive psychology provides the foundation for the STM, yielding insight into why `one reallylearns a subject when one teaches it'. Student and instructor feedback from implementation in anupper level undergraduate engineering courses is also provided.
