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

近年来，工程师需要技术知识和技能之外的应用技能，才能积极主动地解决工作中出现的问题。从这个角度出发，本研究首先比较了我们传统的教育方案和一些基于认知和情境学习理论的替代教育策略。我发现，为了培养具备所需能力的工程师，替代策略更有效。我发现最有效的教育实践之一是丹麦奥尔堡大学开发的基于问题/基于项目的学习(PBL)教学法。通过实践的实施和三年的改进，我终于建立了一些KOSEN(日本国立理工学院的名称)类型的新模式，它被认为适合我们的实际工程教育计划。这项研究的结果总结也可以在我的网站上找到。

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.