Active Learning Strategies and Applications for Engineering Design Graphics Courses

Autor/inn/en	Missel, Frederick R., III; Ernst, Jeremy V.; Kelly, Daniel P.; Schettig, Erik; Clark, Aaron C.
Titel	Active Learning Strategies and Applications for Engineering Design Graphics Courses
Quelle	In: Technology and Engineering Teacher, 82 (2023) 4, S.15-20 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	Active Learning; Engineering Education; Computer Graphics; Design; Learning Activities; Cooperative Learning; Peer Teaching; Educational Strategies + Suchen Sie Ihr Suchwort? Aktives Lernen; Ingenieurausbildung; Computergrafik; Lernaktivität; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Lehrstrategie
Abstract	For students to gain the most out of education, they need to form long-term memories from experiences gained through active learning. The greatest distinction between active learning and traditional approaches involves the types of tasks and problems the students are challenged to solve. Active learning activities should be structured with student pairs to groups no larger than four participants, with one person in each group as the scribe or recorder and all others prepared to share ideas with their group members. There are variations of active learning formats such as Think-Pair-Share, Concept Test, and Think-Aloud Pair Problem Solving (TAPPS). In addition, there are several different approaches to get students to learn. Cooperative learning, collaborative learning, peer learning, and problem-based learning are a few of the formats educators could utilize in an engineering graphics course. (ERIC).
Anmerkungen	International Technology and Engineering Educators Association. 1908 Association Drive Suite C, Reston, VA 20191. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01