Re-evaluation and Standardization of KOSEN-Type Practical Engineering Education from Approaches Based on Cognitive and Situated Learning Theories

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Recently, application skills beyond technical knowledge and techniques are required for engineers to actively and positively solve problems that arise in their work.From this point of view, in this study, I have first compared our traditional educational programs with some alternative educational strategies based on cognitive and situated learning theories. It was found that in order to develop engineers with the required abilities, alternative strategies were more effective.One of the most effective education practices I found in particular was the pedagogy named Problem/Project-based learning (PBL) developed by Aalborg University in Denmark.Through implementation of the practice and making improvements throughout a period of three years, I have finally established some KOSEN (a name indicating the National colleges of Technology in JAPAN) -type new models thought to suit our practical engineering education programs.Summary of results of this study can also be found on my website.