• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Towards the ubiquity of precollege engineering education: From pedagogical techniques to the development of learning technologies.
【24h】

Towards the ubiquity of precollege engineering education: From pedagogical techniques to the development of learning technologies.

机译：走向大学前工程教育的普遍性：从教学技术到学习技术的发展。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The significance of teaching the basics of engineering education in middle- and high-schools is generally acknowledged by policy makers, teachers and researchers in the U.S.A. as well as a number of developed and developing countries. Nevertheless, engineering topics are rarely covered by precollege curriculums. A key contributing factor is that engineering hinges on the usage of technology to expose learners to fundamental concepts otherwise difficult to demonstrate. For example, learning the concepts of systems' design, optimization, and trade-offs can be a challenging task when teachers and students limited access to tools to practice their engineering knowledge. Thus, a deficiency of operational learning technologies for diverse precollege environments affects the availability of engineering learning experiences.;The aim of this dissertation is to unveil the relationships between influential factors for the advancement of precollege engineering education. We proposed a framework for the development of curriculum and technology derived from analyzing design issues from the perspective of multiple entities encompassing a broad of stage holders including students, teachers and technology developers. Several influential factors are considered including human-computer interaction issues, the problem of a digitally divided population and the lack of engineering curriculum that reconciles precollege engineering education with state and national educational standards. The findings of this dissertation are based on quantitative and qualitative re- search performed during a four year span working with five local schools in the Tucson Unified School District.
机译：美国以及许多发达国家和发展中国家的政策制定者，教师和研究人员普遍认识到在中学和高中中教授工程学基础知识的重要性。尽管如此，大学预科课程很少涵盖工程主题。一个关键的促成因素是工程学取决于技术的使用，以使学习者了解否则难以证明的基本概念。例如，当教师和学生限制使用工具来练习其工程知识时，学习系统设计，优化和权衡的概念可能是一项艰巨的任务。因此，针对不同的大学预科环境的操作学习技术的不足会影响工程学学习经验的可用性。本论文的目的是揭示影响大学预科工程学教育发展的因素之间的关系。我们提出了一个课程和技术开发的框架，该框架是从多个实体的角度分析设计问题得出的，这些实体涵盖了包括学生，教师和技术开发人员在内的广泛的舞台持有者。考虑了几个有影响力的因素，包括人机交互问题，人口数字分割问题以及缺乏使大学前的工程学教育与州和国家教育标准相协调的工程学课程。本文的研究结果基于对图森联合学区的五所当地学校进行为期四年的定量和定性研究。

著录项

  • 作者

    Riojas, Mario.;

  • 作者单位

    The University of Arizona.;

  • 授予单位 The University of Arizona.;
  • 学科 Engineering General.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号