Innovative Pedagogical Practices in Engineering Education

2015 ◽  
Vol 2 (3) ◽  
pp. 9-15
Author(s):  
Aezeden Mohamed ◽  
Keyword(s):  
Engineering Education ◽  
Pedagogical Practices

scholarly journals O uso de metodologias ativas de aprendizagem na disciplina Higiene e Seguranca Industrial e o desenvolvimento de competências

2018 ◽  
Vol 1 (39) ◽  
pp. 113
Author(s):  
Carmen Silvia Gonçalves Lopes ◽  
Edson Walmir Cazarini ◽  
Dyjalma Antonio Bassoli ◽  
Alessandra Fracaroli Perez
Keyword(s):  
Engineering Education ◽  
Time Use ◽  
Teaching And Learning ◽  
Technological Knowledge ◽  
Pedagogical Practices ◽  
Industrial Safety ◽  
Educational Processes ◽  
Knowledge Area

<p>Engineering Education, a knowledge area which is in constant evolution, increasingly requires the appropriate implementation and management of educational processes to the actual context of constant changes. Training go-ahead and creative individuals relies on pedagogic interventions that can renew ways of teaching and learning. Thus, the present work presents results of an investigation on the development of competences with the use of an active methodology of learning. The research was developed with a group of students enrolled in an engineering course’s Hygiene and Industrial Safety subject, and the results are presented in this work. It is needed to review pedagogical practices and at the same time use available technological resources in order to bring about a revolution in a favour of a broader base of scientific and technological knowledge.</p>

scholarly journals Soft Skills in Pedagogical Practices with Different Curriculum for Engineering Education

2017 ◽  
Vol 226 ◽  
pp. 012191
Author(s):  
M.M Mohamad ◽  
M.H Yee ◽  
T.K Tee ◽  
M Ibrahim Mukhtar ◽  
A. Ahmad
Keyword(s):  
Engineering Education ◽  
Soft Skills ◽  
Pedagogical Practices

Interests in engineering education related to sex, achievement and field of specialization.

1984 ◽  
Author(s):  
B.-M. Drottz ◽  
Lennart Sjoeberg ◽  
U. Dahlstrand
Keyword(s):  
Engineering Education

A Unique Departure in Engineering Education

1899 ◽  
Vol 48 (1248supp) ◽  
pp. 19999-20000
Author(s):  
Edward Orton
Keyword(s):  
Engineering Education

Habermas, Cultural Hegemony, and the Educational Public Sphere

2018 ◽  
Vol 11 (1-2) ◽  
pp. 43-62
Author(s):  
Wisam Kh. Abdul-Jabbar
Keyword(s):  
Public Sphere ◽  
Social Inequality ◽  
Public Space ◽  
Oral Tradition ◽  
Pedagogical Practices ◽  
Cultural Hegemony ◽  
The Public ◽  
The Public Sphere ◽  
Arabic Speaking

This study explores Habermas’s work in terms of the relevance of his theory of the public sphere to the politics and poetics of the Arab oral tradition and its pedagogical practices. In what ways and forms does Arab heritage inform a public sphere of resistance or dissent? How does Habermas’s notion of the public space help or hinder a better understanding of the Arab oral tradition within the sociopolitical and educational landscape of the Arabic-speaking world? This study also explores the pedagogical implications of teaching Arab orality within the context of the public sphere as a contested site that informs a mode of resistance against social inequality and sociopolitical exclusions.

Noticing and analysis of pedagogical practices in mathematics

2019 ◽  
Author(s):  
Yuri Morales López ◽  
Marianela Alpízar Vargas ◽  
Ana Lucía Alfaro Arce ◽  
Vicenç Font-Moll
Keyword(s):  
Classroom Management ◽  
Wide Spectrum ◽  
Math Education ◽  
Pedagogical Practices ◽  
Math Teachers ◽  
Education Activity ◽  
The One ◽  
Analysis Models ◽  
Teacher's Knowledge ◽  
Math Teacher

The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?

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