A Third Approach beyond the False Dichotomy between Teacher- and Student-Centred Approaches in the Engineering Classroom

Autor/in	Case, Jennifer M.
Titel	A Third Approach beyond the False Dichotomy between Teacher- and Student-Centred Approaches in the Engineering Classroom
Quelle	In: European Journal of Engineering Education, 44 (2019) 5, S.644-649 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1657632
Schlagwörter	Engineering Education; Teaching Methods; Conventional Instruction; Student Centered Learning; Active Learning; Evidence Based Practice; Higher Education; Interaction + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktion
Abstract	Most of the contemporary critiques of university teaching are variants of a central argument that sets up a polarity between socalled 'traditional' teaching, often termed 'teacher-centred' and 'transmissive', and approaches that by contrast are considered 'student-centred', often also referred to with the phrase 'active learning'. This editorial argues that it is important for engineering educators to be able to interrogate these calls for change, drawing on an informed sense of 'evidence-based practice' in education. Drawing on scholarship from higher education research, it is suggested that the polarity typical to these debates is actually a false dichotomy, and what is needed to foster high-quality student learning is a third approach to teaching that skillfully combines a focus on knowledge with pedagogical strategies that foster student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01