Integrating Inquiry-Based Learning into Engineering Education: A Case Study

Autor/inn/en	Luo, Tian; Arcaute, Karina; Muljana, Pauline Salim
Titel	Integrating Inquiry-Based Learning into Engineering Education: A Case Study
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 6, S.836-847 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luo, Tian) ORCID (Muljana, Pauline Salim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2130393
Schlagwörter	Inquiry; Active Learning; Engineering Education; Teaching Methods; Student Experience; College Faculty; Teacher Attitudes; Undergraduate Students + Suchen Sie Ihr Suchwort? Aktives Lernen; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Fakultät; Lehrerverhalten
Abstract	Inquiry-based learning as an instructional approach has been popular amongst STEM (i.e. science, technology, engineering, mathematics) disciplines, but the practice specifically in engineering education deserves further exploration. Employing a case-study approach, the present study was aimed to explore POGIL (Process Oriented Guided Inquiry Learning) as an instructional strategy in an engineering course that included inquiry-based group activities. Using a questionnaire, students were then asked to report how they perceived their experience. The instructor's perception was garnered through an interview. Findings suggested that most students were in favour of the inquiry-based activities, but challenges in the implementation coexisted especially because it was conducted during the COVID-19 pandemic. Pedagogical recommendations were provided to shed light on future implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01