Literaturnachweis - Detailanzeige
| Autor/in | Bünning, Frank |
|---|---|
| Titel | Effects of Experimental Learning--Outcomes of an Empirical Study in the Vocational Field of Structural Engineering |
| Quelle | In: International Journal of Training Research, 11 (2013) 1, S.44-55 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1448-0220 |
| DOI | 10.5172/ijtr.2013.11.1.44 |
| Schlagwörter | Foreign Countries; Vocational Education; Vocational Education Teachers; Engineering Education; Active Learning; Focus Groups; Pretests Posttests; Hypothesis Testing; Educational Benefits; Skill Development; Problem Solving; Experimental Groups; Control Groups; Comparative Analysis; Statistical Analysis; Knowledge Representation; Experiments; Germany |
| Abstract | Pedagogic approaches to TVET offer a limited range of teaching strategies which make use of experimental learning. Thus experiments were developed for teachers of structural engineering and timber processing technologies and were subject to empirical evaluation by a researcher at the Otto-von-Guericke-University Magdeburg and Kassel University. This paper summarises the outcomes of the research and the empirical evaluation. The results of the study confirm that experimental training has a positive influence on learning achievement. In particular, it can be inferred that experimentally designed training is particularly supportive for the development of procedural knowledge. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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