Special Issue on Using Enquiry- and Design-Based Learning to Spur Epistemological and Identity Development of Engineering Students

被引：2
|
作者：
Chance, Shannon M. [1 ,2 ]
Williams, Bill [3 ,4 ]
Goldfinch, Tom [5 ]
Adams, Robin S. [6 ]
Fleming, Lorraine N. [7 ]
机构：
[1] UCL, Ctr Engn Educ, London WC1E 6BT, England
[2] Technol Univ Dublin, Sch Multidisciplinary Technol, Dublin D1, Ireland
[3] Univ Lisbon, Inst Super Tecn, Ctr Management Studies, P-1049001 Lisbon, Portugal
[4] Technol Univ Dublin, CREATE Res Grp, Dublin D1, Ireland
[5] Univ Sydney, Fac Engn, Sydney, NSW 2006, Australia
[6] Purdue Univ, Sch Engn Educ, W Lafayette, IN 47907 USA
[7] Howard Univ, Coll Engn & Architecture, Washington, DC 20059 USA
来源：
IEEE TRANSACTIONS ON EDUCATION | 2019年 / 62卷 / 03期
关键词：
D O I：
10.1109/TE.2019.2923043
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This Special Issue of the IEEE Transactions on Education focuses on using enquiry-based design projects to spur engineering students' development, so as to increase understanding and application of the relevant theories, foster higher rates of student development and achieve this in healthy and productive ways. © 2019 IEEE.
引用
收藏
页码：157 / 164
页数：8
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