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Improving learning and teaching in engineering projects
Author
Guo, Anthony Ningqun
Supervisor
Toh, Kok Aun
Abstract
Practical work (project), together with lecture, tutorial, are the three teaching modes that are most commonly used in tertiary education. Though it has long been overlooked, the practical work is regarded as the best mode for students to develop critical-thinking and problem-solbing skills This research project is to discuss the problems and issues that exist in project learning and teaching with respect to emerging calls for nurturing students with creativity.
An overview of current practical work, particularly project work, is presented. The problems and issues that existed in the current system are identified. Two methodologies are proposed in this research in improving project learning. A modified taxonomy model for practical work has been developed based on six abilities in the cognitive domain taxonomy theory. The model defines the types of practical work and their associated attributes such as objectives, preferred assessment modes, and right mix over time. The model is discussed in the current context, and suggestions are made with respect to further improvement of the practical work in meeting the challenge to nurture students with critical-thinking and problem-solving skills. For short-term improvement, co-operative learning techniques are used in a new teaching plan for a 2nd year project.
Although the methodology for the re-design of project work is difficult to implement, it is found that suggestions made in this report are generally in line with the thinking and intention of the administration. The preliminary results from implementing the co-operative teaching methods indicate the positive response.
An overview of current practical work, particularly project work, is presented. The problems and issues that existed in the current system are identified. Two methodologies are proposed in this research in improving project learning. A modified taxonomy model for practical work has been developed based on six abilities in the cognitive domain taxonomy theory. The model defines the types of practical work and their associated attributes such as objectives, preferred assessment modes, and right mix over time. The model is discussed in the current context, and suggestions are made with respect to further improvement of the practical work in meeting the challenge to nurture students with critical-thinking and problem-solving skills. For short-term improvement, co-operative learning techniques are used in a new teaching plan for a 2nd year project.
Although the methodology for the re-design of project work is difficult to implement, it is found that suggestions made in this report are generally in line with the thinking and intention of the administration. The preliminary results from implementing the co-operative teaching methods indicate the positive response.
Date Issued
1997
Call Number
T65.3 Guo
Date Submitted
1997