New student-centered methods in engineering education
Students learn course material via different styles. Education and instruction methods are also diverse. Students’ learning in class depends on the conformity between students’ preferred learning style and the professor’s education method, among other factors. In traditional university education met...
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| Format: | Article |
| Language: | fas |
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Iran Academy of Science
2012-03-01
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| Series: | آموزش مهندسی ایران |
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| Online Access: | https://ijee.ias.ac.ir/article_1794.html?lang=en |
| Summary: | Students learn course material via different styles. Education and instruction methods are also diverse. Students’ learning in class depends on the conformity between students’ preferred learning style and the professor’s education method, among other factors. In traditional university education method, most of class time is spent on professor lecture and students listening. Students do their homework alone and group work is not encouraged. On the contrary, in student-centered methods, the focus of activities is shifted from instructor to student. In other words, the responsibility of organizing what should be learnt is given over to the student him/herself. The most important of these methods is active learning, in which students are effectively involved in what they are taught, answer questions, raise questions, participate in discussion, and explain the material. In collaborative learning, students work as teams on homework and projects, so that both their individual responsibility and effective group work is satisfied. In problem-based learning, first a question is raised and then required knowledge and skills to solve that problem is gradually provided to students. Student-centered methods have a clear advantage over traditional instructor-centered methods. This advantage can be observed in instances like faster and more lasting learning, deeper comprehension of course material, application of critical thinking or creative problem solving skills, and establishing a positive attitude toward lectures. |
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| ISSN: | 1607-2316 2676-4881 |