From STEM to STEAM: strategies for enhancing engineering & technology education

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aut.relation.endpage47
aut.relation.issue2en_NZ
aut.relation.startpage37
aut.relation.volume5en_NZ
aut.researcherConnor, Andrew Miles
dc.contributor.authorConnor, AMen_NZ
dc.contributor.authorKarmokar, Sen_NZ
dc.contributor.authorWhittington, Cen_NZ
dc.date.accessioned2015-05-22T04:17:10Z
dc.date.available2015-05-22T04:17:10Z
dc.date.copyright2015-05-20en_NZ
dc.date.issued2015-05-20en_NZ
dc.description.abstractThis paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.en_NZ
dc.identifier.citationInternational Journal of Engineering Pedagogy, vol.5(2), pp.37 - 47en_NZ
dc.identifier.doi10.3991/ijep.v5i2.4458en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/8744
dc.publisherInternational Journal of Engineering Pedagogy
dc.relation.urihttp://online-journals.org/index.php/i-jep/issue/view/236en_NZ
dc.rightsThis journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectPedagogies
dc.subjectActive learning
dc.subjectProject based learning
dc.subjectInquiry based learning
dc.subjectEngineering education
dc.titleFrom STEM to STEAM: strategies for enhancing engineering & technology educationen_NZ
dc.typeJournal Article
pubs.elements-id179394
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Design & Creative Technologies
pubs.organisational-data/AUT/Design & Creative Technologies/School of Engineering
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