Unit:
Department of PhysicsLibrary of the School of Science
Dissertation committee:
Γεώργιος Τόμπρας, Καθηγητής, Τμήμα Φυσικής ΕΚΠΑ (κύριος επιβλέπων)
Γεώργιος Καλκάνης, Ομότιμος Καθηγητής Τμήματος ΠΤΔΕ ΕΚΠΑ
Έκτορας Νισταζάκης, Αναπλ. Καθηγητής, Τμήμα Φυσικής ΕΚΠΑ
Άννα Τζανακάκη, Επίκ. Καθηγήτρια, Τμήμα Φυσικής ΕΚΠΑ
Ανδρέας Τσιγκόπουλος, Αναπλ. Καθηγητής, Σχολή Ναυτικών Δοκίμων
Αθανάσιος Κατσής, Καθηγητής, Τμήμα Κοινωνικής και Εκπαιδευτικής Πολιτικής,
Πανεπιστημίο Πελοποννήσου
Χρήστος Βόλος, Επίκ. Καθηγητής, Τμήμα Φυσικής ΑΠΘ
Original Title:
Developing Constructively Aligned Learning - by- Doing Model Incorporating 21st Century Skills, for Enhancing the Teaching of Engineering and Science Curriculum in Higher Education
Translated title:
Developing Constructively Aligned Learning - by- Doing Model Incorporating 21st Century Skills, for Enhancing the Teaching of Engineering and Science Curriculum in Higher Education
Summary:
In the context of modern pedagogy, educators and academics have been placing greater emphasis on the value of Learning-By-Doing (LBD) and 21st Century Skills. This thesis presents an exploration case study of the existing approach to LBD practices and 21st Century Skills based on research conducted at one of the premier higher education institutions for engineering programs.
This thesis presents an analysis of the current understanding of LBD from the view point of the institution’s leadership and faculty, in response to the overall research question: What constructively aligned Learning-By-Doing(LBD) pedagogical model, incorporating 21st Century Skills, can be developed for enhancing the teaching of science and engineering? It seeks to identify the LBD practices that are being successfully implemented and the 21st Century Skills that are being taught and assessed, drawing substantially from the vantage point of instructors and students. By exploring these areas in a top-ranked institution, this thesis seeks to cast a broader light on the perspectives and practices of similar universities and engineering programs in the Emirates.
The study employed a mixed methods approach in which students participated in an online survey while the engineering dean and instructors took part in open-ended, semi-structured interviews. The findings from the two sets of data collection activities were merged resulting in the emergence of themes, which were then used as the basis for formulating five basic principles.
These principles were used to guide the development of a four-stage (Explore, Do, Reflect and Apply) LBD learning model. Rooted in the literature of Kolb, Dewey and Lewin, this LBD Model provides extensive structure and specificity for curriculum development, lesson planning, teaching and assessment of content, and professional learning, with the potential to lead an inclusive implementation of LBD practices and 21st Century Skills going forward.
Main subject category:
Science
Other subject categories:
Physics
Keywords:
Physics Educational Research; Learning by Doing; 21st Century Skills; Educational Research in Engineering; Mixed Method Research
Number of index pages:
ii-vii
Number of references:
155
File:
File access is restricted only to the intranet of UoA.
Ghassan Frache_ 2020.pdf
4 MB
File access is restricted only to the intranet of UoA.
