Publicación: HOW DO WE TEACH A PRACTICAL GUIDE FOR ENGINEERING EDUCATORS.
Fecha
2018
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Editor
INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
Resumen
FOR CENTURIES, ENGINEERING HAS BEEN TAUGHT BASED ON DIVERSE EDUCATIONAL PARADIGMS, WITH A REMARKABLE PREDOMINANCE OF TRADITIONAL APPROACHES. DURING THE LAST DECADES, NEW EDUCATIONAL PARADIGMS AND DIDACTIC STRATEGIES HAVE ARISEN. NEVERTHELESS, IT WAS NOT ALWAYS THE CASE THAT ENGINEERING EDUCATORS HAD A CLEAR UNDERSTANDING OF A PARADIGM OR A STRATEGY BEING USED. THUS, AFTER AN EXHAUSTIVE REVIEW OF LITERATURE, THIS PAPER PRESENTS A GUIDE FOR ENGINEERING EDUCATORS THAT SHOWS HOW THE MULTIPLE DIDACTIC STRATEGIES ARE CLASSIFIED WITHIN THE FOUR EDUCATIONAL PARADIGMS FOUND IN ENGINEERING EDUCATION (POSITIVISM, CONSTRUCTIVISM, SOCIO-CRITICAL AND COMMUNICATIVE-CRITICAL). KEYWORDS: EDUCATIONAL PARADIGMS; DIDACTIC STRATEGIES; POSITIVISM; CONSTRUCTIVISM; SOCIO-CRITICAL; COMMUNICATIVE-CRITICAL
