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- Bernhard, Jonte, 1953-, et al.
(författare)
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How does EER conceptualize its object of study : An exploration based on the ”Didaktik triangle”
- 2020
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Ingår i: Proceedings of SEFI 48th Annual Conference. - Enschede, NL. - 9782873520205 ; , s. 75-83
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Konferensbidrag (refereegranskat)abstract
- The Engineering Education Research (EER) community in Europe and across the globe has grown considerably in the past decades. There have been some examinations to date of the research corpus that has evolved, although these have been predominantly US-based. An emerging literature has started to chart the ways in which European EER-researchers have a distinctive tradition, which might at least in part be due to the influence of the European “Didaktik” tradition, which conceptualizes teaching and learning as fundamentally resting on an interplay between student, teacher, and the content (subject matter). This is represented in the “Didaktik triangle” where student, teacher, and the content are placed on the vertices of the triangle, and the sides of the triangle represent three important interrelations. This study compares the 50 most highly cited papers in each of the European Journal of Engineering Education (EJEE) and the US-based Journal of Engineering Education (JEE). Our analysis of how the topic(s) of the papers related to the “Didaktik triangle” shows that the conceptualization of the object of study in the EJEE papers was more related to the “Didaktik triangle” as a whole compared with papers published in JEE. The results of our study provide further evidence that there are, indeed, some differences in the aims of American and European EER. A global community would do well to try to draw on the strengths of both of these traditions.
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| 2. |
- Bernhard, Jonte, 1953-, et al.
(författare)
-
Lessons learned in the doctoral symposium in engineering education research at SEFI 2020
- 2020
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Ingår i: SEFI 48th Annual Conference Engaging Engineering Education, Proceedings. - Enschede, NL : European Society for Engineering Education (SEFI). - 9782873520205 ; , s. 1464-1476
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Konferensbidrag (refereegranskat)abstract
- The 4th Doctoral Symposium at SEFI 2020 attracted 21 doctoral students and 17 senior researchers. For the first time, it was organised as a fully online event. In preparation, the doctoral students wrote extended abstracts to introduce themselves and their PhD projects, while the seniors provided reading tips and advice. The intense, full-day program was based on group discussions and interactive plenary sessions. The Doctoral Symposium was concluded by a session in which each participant presented their take-home message. This paper outlines how the Doctoral Symposium was organised and summarizes some of the documentation.
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| 3. |
- Mulligan, Brian, et al.
(författare)
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The potential of online laboratories in stem education : first steps towards an international community of pract
- 2020
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Ingår i: SEFI 48th Annual Conference Engaging Engineering Education, Proceedings. - : European Society for Engineering Education (SEFI). - 9782873520205 ; , s. 1348-1354
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Konferensbidrag (refereegranskat)abstract
- Access to practical laboratory exercises has always been a challenge in STEM education and is even more of a problem in online or distance learning programmes. In this paper, some training demands in STEM, related to experimentation and the operation of equipment, and the ways in which distance education can contribute to them are systematized. After a brief description of the different forms, some experiences that have been implemented in different parts of the world are compiled. It will also describe efforts that are underway to create an international community to share ideas, equipment and carry out collaborative research into the possibilities and impact of these efforts. © 2020 SEFI 48th Annual Conference Engaging Engineering Education, Proceedings. All rights reserved.
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