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Educational reconstruction as model for the theory-based design of student-centered learning environments in electrical engineering courses

机译：电气工程课程学生中心学习环境理论基于理论设计的教育重构

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Engineering education still faces the challenge to improve the conceptual understanding of basic coherences that gives many students trouble. This paper represents the model of educational reconstruction as a research framework for a consistent student-centered education, as a means for innovative curriculum, and course design. Looking at it from the theoretical side of educational reconstruction, the focus is consistent on the development of students' conceptions of electrical engineering basics (e.g. voltage and potential concept). In the following, the research design and used methods are introduced. The empirical findings built the starting point to address students' learning difficulties with appropriate theory-based interventions. The developed interventions are implemented into the undergraduate course "Electrical Engineering". The final evaluation gives new theoretical insights and action proposals of how the model of educational reconstruction in Engineering Education can be used successfully to improve teaching and learning mechanism in a theory-based manner and to design student-centered learning environments.
机译：工程教育仍然面临着提高对基本一致性的概念理解，使许多学生遇到麻烦的挑战。本文代表了教育的重建是一致的以学生为中心的教育研究框架模型，作为创新的课程的手段，课程设计。从教育重建的理论方面看着它，重点是学生电气工程基础知识（例如电压和潜在概念）的发展。在下文中，介绍了研究设计和使用的方法。实证发现建立了以适当的基于理论的干预措施解决学生学习困难的起点。发达的干预措施被实施到本科课程“电气工程”中。最终的评估提供了新的理论上见解和行动提案，了解工程教育教育改造模式如何成功地用于改善基于理论的方式的教学和学习机制，并设计以学生为中心的学习环境。

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