Cambridge Handbook of Engineering Education ResearchThe Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006. |
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Contents
1950 | |
1976 | |
1982 | |
1983 | |
Learning Theories for Engineering Education | |
Situative Frameworks for Engineering Learning | |
The Social Natureof Representational Engineering Knowledge | |
Curriculum Measurement and TheoryFocused Approaches Ruth A Streveler Shane Brown Geoffrey L Herman and DevlinMontfort | |
Practice and Examples that Linkthe | |
Engineering Identity | |
Community Engagement in Engineering Education | |
Translating Research to Widespread Practice | |
Programs | |
Conceptual Frameworks to Guide | |
Approaches and Limitations Barbara M Moskal Teri Reed and Scott A Strong | |
EducationUsingQualitative | |
Merging Models | |
Other editions - View all
Cambridge Handbook of Engineering Education Research Aditya Johri,Barbara M. Olds No preview available - 2014 |
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