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Approaches to teaching engineering mathematics
Author
Quek, Wei Ching
Supervisor
Ho, Wah Kam
Abstract
The paper consists of eight parts. In (I), 1 shall explain the motivation to carry out this project and present some background considerations that are necessary as a basis for what follows. 1 shall try to collect the most important arguments, that is the inclusion of applications and modelling in the approach to engineering mathematics education. In (11) and (Ill), I shall review the present state, recent trends in the inclusion of teaching mathematical modelling, the weaknesses and advantages of the traditional and utilitarian approaches. In particular, I pay attention to how different approaches affects the learning style, creative thinking and emotional intelligence. I will draw from many personal experiences and examples to present each case. In (N), I will discuss some obstacles in the integration of application in curriculum and instruction . In (V), I shall present a analysis of the survey data on the preferences of students. In (VI), I will present some recommendations based on the survey. In (VII), I will discuss CEM; a course offered to close the gaps between these two approaches. In (VIII) there is the conclusion.
Thus the objectives of this study is to :
(i) determine the learning styles and motivation level of diploma students taking Molecular Genetics.
(ii) re-evaluate the present course curriculum so that active learning strategies can be incorporated.
(iii) implement the active learning strategies and determine the responses of students to such methods.
(iv) evaluate students to see if such methods do encourage higher order thinking skills.
Thus the objectives of this study is to :
(i) determine the learning styles and motivation level of diploma students taking Molecular Genetics.
(ii) re-evaluate the present course curriculum so that active learning strategies can be incorporated.
(iii) implement the active learning strategies and determine the responses of students to such methods.
(iv) evaluate students to see if such methods do encourage higher order thinking skills.
Date Issued
1997
Call Number
TA332.5 Que
Date Submitted
1997