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Blended Design and Project Based Learning: a future for engineering education
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Tuesday, December 8 • 2:30pm - 2:45pm
| 5C | The Pedagogical Content Knowledge Involved in Teaching for Student-centred Learning in Engineering

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Student-centredness has long been considered an ideal condition for maximising the learning of students in all disciplines, including engineering education (Heywood, 2005). Educational theory now generally accepts that the best way to give learners access to and ability to perform in the educative process is to make them an active participant in that process (Killen, 2007). However, discussions of ¨student-centredness¨ often read as if it is a simple, off-the-shelf pedagogical alternative to traditional teaching in didactic disciplines; as if any given teacher may simply alter their approach to instructional design and the student will become ¨active¨, regardless of what is being learned or how. 
This treatment of the concept ignores the realities of the classroom and the complexities of the teaching task, as well as the importance of the role of content for disciplines such as engineering. It also undermines the importance and expertise of the teacher, which is increased rather than decreased when student-centredness is the goal. That is not to say, however, that student-centredness should not be an important aspiration for individual teachers, and for engineering education as a whole. Rather, we require a more sophisticated understanding of the skills and circumstances that can bring it to life. This is necessary if engineering teachers are to be supported in pursuing this principle in their practice. 


Tuesday December 8, 2015 2:30pm - 2:45pm
Zeally Room RACV Torquay map C5

Attendees (6)