Engineering education: environmental and chemical engineering or technology curricula - a European perspective

Peter Glavic; Rebeka Lukman; Rodrigo Lozano

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Engineering education: environmental and chemical engineering or technology curricula - a European perspective

机译：工程教育：环境和化学工程或技术课程-欧洲的观点

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Over recent years, universities have been incorporating sustainable development (SD) into their systems, including their curricula. This article analyses the incorporation of SD into the curricula of chemical and environmental engineering or technology bachelor degrees at universities in the European Union (EU) and European Free Trade Association (EFTA) states. Available textbooks of some courses were analysed regarding their content and pedagogical-didactical perspectives based on a revised Bloom's taxonomy of cognitive domains. The research showed that both the universities and textbooks reviewed have room for improvement regarding SD incorporation into their curricula.

机译：近年来，大学已将可持续发展（SD）纳入其系统，包括课程。本文分析了将SD纳入欧盟（EU）和欧洲自由贸易协会（EFTA）州大学的化学与环境工程或技术学士学位课程中的情况。根据修订的Bloom的认知领域分类法，对某些课程的可用教科书的内容和教学-教学观点进行了分析。研究表明，所审查的大学和教科书在将可持续发展纳入其课程方面都有改进的余地。

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来源
《European journal of engineering education》 |2009年第1期|47-61|共15页
作者
Peter Glavic; Rebeka Lukman; Rodrigo Lozano;
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作者单位

Faculty of Chemistry and Chemical Engineering, University of Maribor, Smetanova 17, SI-2000 Maribor, Slovenia;

Faculty of Chemistry and Chemical Engineering, University of Maribor, Smetanova 17, SI-2000 Maribor, Slovenia;

B.R.A.S.S. Centre, Cardiff University, 55 Park Place, Cardiff, UK;

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正文语种 eng
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curricula; environmental; chemical; engineering; sustainable development; textbook evaluation;

机译：课程环境化学工程;可持续发展;教科书评估;

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Engineering education: environmental and chemical engineering or technology curricula - a European perspective

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