Learning theories for engineering education practice
Learning theories for engineering education practice
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工程教育实践的学习理论
DOI：
10.1017/cbo9781139013451.005
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发表时间：
2014
影响因子：
3.4
通讯作者：
Marilla D. Svinicki
中科院分区：
文献类型：
--
作者：
W. Newstetter;Marilla D. Svinicki
在他的著作《方法论》中，比利·V·科恩将工程方法描述为“在现有资源范围内，在一个不太了解的情况下，引起最佳变化的策略”（科恩，2003年，第7页）。这一特征很容易适用于教学方法：策略是在不完全理解的情况下，利用现有资源，在学习者或学习者与更大的实践社区之间的关系中实现最佳变化。工程学和教育学的世界毕竟不是那么遥远。工程师试图改变物质世界，而教师则试图改变居住在这个世界上的学生，两者都是为了更好。对于工程师来说，“更好”可能意味着更便宜、更快或更耐用的材料和工艺，而对于教师来说，“更好”可能意味着更熟练、更有知识或更专业的人，他们由于参与新的实践社区而发生了本质上的变化。在这两种情况下，“最佳”都是通过仔细、明智的设计来实现的。正如物理原理，即工程基础，告知工程设计，学习理论应该告知教学设计。因此，我们提出的情况下，设计学习环境没有学习理论相当于设计一座桥梁没有机械的法律和原则。在这两种情况下，目标都不太可能实现;学习者无法以期望的方式改变，桥梁倒塌了。为了解决一个常见的情况下，在中学后教育教师不是教学设计师与学习基础知识的工具包，而是完成学科专家，我们提供了一个入门的认知和学习的理论，因为它们涉及到工程教育。与其他理论学科一样，我们对认知和学习的理解的进步是通过一系列库恩式的范式转变来实现的。随着心理学、语言学、哲学、人类学、人工智能以及最近的神经科学都在探讨同样的两个问题：认知的本质是什么？学习的本质是什么？这些问题是紧密联系在一起的，因为认知的概念化对学习的概念化和学习环境的设计有着重要的影响。随着知识概念的变化，在教育环境中采取的干预措施也应该发生变化。
Introduction In his book Discussion of the Method , Billy V. Koen characterizes the engineering method as “the strategy for causing the best change in a poorly understood situation within the available resources” (Koen, 2003, p. 7). This characterization could easily apply to the instructional method : the strategy is to effect the best change in a learner or in the relations between the learner and a larger community of practice in an imperfectly understood situation with available resources. The worlds of engineering and education are not so far apart after all. Whereas engineers seek to change the material world, instructors seek to change students who inhabit that world, both for the better. “Better,” for the engineer, can mean less expensive, faster, or more durable materials and processes while for the instructor “better” can mean a more skilled, knowledgeable, or expert person who is essentially changed as a result of participating in a new community of practice. In both cases, “best” is accomplished through careful, informed design. And just as physical principles, that is, engineering fundamentals, inform engineering design, learning theory should inform instructional design. Thus, we make the case that designing learning environments without learning theory is comparable to designing a bridge without mechanical laws and principles. In both cases, the goal is unlikely to be accomplished; the learner fails to change in desired ways and the bridge collapses. To address a common scenario in postsecondary education where faculty are not instructional designers with a toolkit of learning fundamentals but rather accomplished disciplinary experts, we offer a primer on theories of cognition and learning as they relate to engineering education. As with other theoretical disciplines, advances in our understanding of cognition and learning have proceeded through a series of Kuhn-like paradigm shifts. These shifts have occurred as psychology, linguistics, philosophy, anthropology, artificial intelligence, and recently neuroscience have engaged the same two questions: What is the nature of knowing? What is the nature of learning? These questions are bound together, for conceptualizations of knowing have significant implications for conceptualizations of learning and for the design of learning environments. As the conceptualization of knowledge changes, so should the interventions enacted in the educational setting.
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W