ENGINEERING PEDAGOGY AND ENGINEERING EDUCATORS’ COMPETENCY MODEL FOR EFFECTIVE TEACHING AND LEARNING STEAM-Reference-Cited by-同舟云学术

ENGINEERING PEDAGOGY AND ENGINEERING EDUCATORS’ COMPETENCY MODEL FOR EFFECTIVE TEACHING AND LEARNING STEAM

Published:2023-08-10 Issue:4 Volume:81 Page:531-546
ISSN:2538-7111
Container-title:Problems of Education in the 21st Century
language:en
Short-container-title:PEC

Author:

Rüütmann Tiia¹^ORCID

Affiliation:

1. Tallinn University of Technology, Estonia

Abstract

The aim of this research is to give an overview of the psycho-didactical model of Engineering Pedagogy, as the basis of effective STEAM (Science, Technology, Engineering, Arts (Design), Mathematics) teaching and instructional design. Attributes of engineering graduates and basic skills of 21st century graduates are presented. The competency model of Engineering Educators by the International Society for Engineering Pedagogy (IGIP) is introduced. Micro-credentials pedagogical continuing education programme for STEAM teachers and engineering educators is presented, ensuring the acquisition of competencies for effective STEAM teaching. Learning activity as a system with a large number of elements is introduced, which under certain conditions can also become subsystems, being interconnected, with integrative properties and with the function of achieving certain specific goals. A Psycho-Didactical Model of Engineering Pedagogy is introduced as the basis for a toolbox of effective teaching STEAM. Keywords: engineering pedagogy, STEAM didactics, competency model, micro-credentials programme, pedagogical training

Publisher

Scientia Socialis Ltd

Subject

Education

Reference22 articles.

1. ABET (2022). Criteria for accrediting engineering programs, 2022-2023. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2022-2023/

2. Abramovich, S., Grinshpan, A. Z., & Milligan, D., L. (2019). Teaching mathematics through concept motivation and action learning. Education Research International, 2019, Article 3745406. https://doi.org/10.1155/2019/3745406

3. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.

4. Biggs J., & Tang, C. (2011). Teaching for quality learning at university. What the student does. McGraw-Hill.

5. Cabo, A., & Klaassen, R. (2018). Active learning in redesigning mathematics courses for engineering students. In C. Bean, J. Bennedsen, K. Edstrom, R. Hugo, J. Roslof, R. Somger, T., & Yamamoto (Eds.), Proceedings of the 14th International CDIO Conference (Kanazawa, Japan, June 28-July 2, 2018). Kanazawa Institute of Technology.

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Implementation of the AIScrum-Sprint Methodology for Problem Solving in Small and Medium Enterprises within the Framework of Algorithm and Programming Courses;2024 IEEE World Engineering Education Conference (EDUNINE);2024-03-10