Although the CDIO tenet is to make students to get a deeper theoretical knowledge and better CDIO skills, the effectiveness of this pedagogy is challenged by teaching methods. This study investigated how CDIO skills of students were improved in “Civil Engineering Materials” (CEM) course by using a new “Three stage learning method” which was built on the basis of inquiry learning pedagogy. The students’ assessment and their awards were displayed. It can be seen that students were interested in this new learning method, and the ability, knowledge and personality of the students were effectively enhanced through such course reform.
Pages:
6
Affiliations:
Shantou University, China
Keywords:
CDIO
Inquiry learning
Civil Engineering Materials
Three stages teaching method
Year:
2012
Reference:
Gu P., Lu X., Xiong G., Li S and Shen M., “The development of design directed engineering curriculum based on the CDIO framework”, World Transactions on Engineering and Technology Education, Vol. 5, 2006, pp 267-270.:
Hmelo,C.E., Nagarajan,A., Roger,S., “Effects of high and low prior knowledge on construction of a joint problem space”, Journal of Experimental Education, Vol.69, 2000, pp36-56.:
Ard W.L., Pascal Wilhelm, Mieke G.H., “The influence of domain knowledge on strategy use during simulation-based inquiry learning”, Learning and Instruction Vol.18, 2008, pp580-592.:
Kimberly A. L., Jonna M. K., Domain knowledge and individual interest: The eVects of academic level and specialization in statistics and psychology, Contemporary Educational Psychology, Vol.31, 2006, pp30–43.:
on January 17, 2013 - 15:30 jenroy
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