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Gender-inclusive laboratory design for teaching electric vehicle components

机译:用于教学电动车辆部件的性别包容性实验室设计

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The purpose of teaching is to facilitate learning and to encourage the students to perceive content more effectively. Considering gender and diversity aspects, this goal remains the same with the additional challenge to take into account possible differences in learning styles caused by gender roles or different educational backgrounds. This paper describes design of the laboratory for teaching electric mobility concepts at the University of Applied Sciences (UAS) Technikum Wien within Unterrichtslabor fuer Elektromobilitaet und Assistive Technologien (ULEA), educational laboratory for electric mobility and assistive technologies research project. The study examines Bachelor's degree students of the electric vehicles specialization within Transport and Environment study program which currently predominantly consists of male students. The particular focus of the proposed laboratory is gender and diversity inclusiveness of students with different educational backgrounds. The described approach is a first step within UAS Technikum Wien towards gender-inclusive education in particular fields of engineering and science. The didactic concepts can be further reused for the design of further courses and laboratory exercises.
机译:教学的目的是促进学习,并鼓励学生更有效地感知内容。考虑性别和多样性方面,这一目标与额外的挑战保持不变,以考虑性别角色或不同教育背景引起的学习方式可能的差异。本文介绍了在UnterrichtsLabor Fuer Elektromobilitaet und Asseftive Technologien(ULEA)的应用科学大学(UAS)Technikum Wien的电动概念教学实验室设计,电动机动和辅助技术研究项目教育实验室。该研究审查了汽车和环境研究计划中电动汽车专业化学士学位的学士学位,这些学习计划主要由男学生组成。拟议实验室的特殊重点是不同教育背景的学生的性别和多样性包容性。所描述的方法是UAS Technikum Wien在特定工程和科学领域的性别包容性教育中的第一步。可以进一步重复使用教学概念,以设计进一步课程和实验室练习。

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