@article {1671, title = {ENGINEERING PEDAGOGY AND ENGINEERING EDUCATORS{\textquoteright} COMPETENCY MODEL FOR EFFECTIVE TEACHING AND LEARNING STEAM }, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {August/2023}, pages = {Continuous}, type = {Original article}, chapter = {531-546}, abstract = {The aim of this research is to give an overview of the psycho-didactical model of Engineering Pedagogy, as the basis of effective STEAM (Science, Technology, Engineering, Arts (Design), Mathematics) teaching and instructional design. Attributes of engineering graduates and basic skills of 21st century graduates are presented. The competency model of Engineering Educators by the International Society for Engineering Pedagogy (IGIP) is introduced. Micro-credentials pedagogical continuing education programme for STEAM teachers and engineering educators is presented, ensuring the acquisition of competencies for effective STEAM teaching. Learning activity as a system with a large number of elements is introduced, which under certain conditions can also become subsystems, being interconnected, with integrative properties and with the function of achieving certain specific goals. A Psycho-Didactical Model of Engineering Pedagogy is introduced as the basis for a toolbox of effective teaching STEAM.}, keywords = {competency model, engineering pedagogy, micro-credentials programme, pedagogical training, STEAM didactics}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.531}, url = {https://oaji.net/articles/2023/457-1691444308.pdf}, author = {Tiia R{\"u}{\"u}tmann} } @article {626, title = {EFFECTIVE TEACHING STRATEGIES FOR DIRECT AND INDIRECT INSTRUCTION IN TEACHING ENGINEERING IMPLEMENTED AT TALLINN UNIVERSITY OF TECHNOLOGY}, journal = {Problems of Education in the 21st Century}, volume = {36}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {60-75}, abstract = {In teaching engineering it is important to select the proper instructional strategy for a specific learning outcome. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies emphasizing knowledge acquisition (direct instruction). Concepts, patterns and abstractions are taught using strategies emphasizing inquiry or problem solving (indirect instruction). Knowledge acquisition and inquiry are different types of learning outcomes and they must be taught using specific strategies producing the desired outcome. Both types of learning may be combined, providing a menu of teaching strategies that help students solve problems, think critically and work cooperatively. This article presents teaching strategies suitable for direct and indirect instruction used in teaching engineering at Estonian Centre for Engineering Pedagogy at Tallinn University of Technology.}, keywords = {direct instruction, indirect instruction, teaching engineering}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.36.60}, url = {https://oaji.net/articles/2014/457-1408435110.pdf}, author = {Tiia R{\"u}{\"u}tmann and Hants Kipper} } @article {328, title = {EFFECTIVE STRATEGIES AND MODELS FOR TEACHING THINKING SKILLS AND CAPITALIZING DEEP UNDERSTANDING IN ENGINEERING EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {17}, year = {2009}, month = {November/2009}, type = {Original Article}, chapter = {176-187}, abstract = {The article introduces effective teaching strategies and models suitable for teaching engineering, implemented at Estonian Centre for Engineering Pedagogy. Strategies are general approaches to instruction, used to meet a range of learning objectives: skilled questioning, clear communication, organizing lessons, effective feedback, starting lessons with a review and ending with closure, applicable in all teaching situations. Models are specific approaches to instruction having four characteristics: they help students acquire deep understanding and develop critical thinking abilities; they include a series of specific steps intended to reach the objectives; they are grounded in learning theory; they are supported by motivation theory. Introduced models are designed to capitalize deep understanding and critical thinking in teaching engineering. Accordingly students will be able to explain, find evidence and examples, generalise, apply, analogise and represent a topic in a new way. At least four different kinds of knowledge are essential for expert teaching: knowledge of content; pedagogical content knowledge; general pedagogical knowledge; and knowledge of learners and learning. The goal of the article is to help engineering teachers acquire knowledge in each of these areas. }, keywords = {deep understanding, engineering education, teaching models}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399915280.pdf}, author = {Tiia R{\"u}{\"u}tmann and J{\"u}ri Vanaveski} } @article {140, title = {ESTONIAN TECHNICAL TEACHER EDUCATION IN THE PROCESS OF TRANSFORMATION}, journal = {Problems of Education in the 21st Century }, volume = {7}, year = {2008}, month = {June/2008}, type = {Original article}, chapter = {117-125}, abstract = {During the past 3 years curriculum development has been of essential importance in Estonian Centre for Engineering Pedagogy at Tallinn University of Technology. A three-staged methodology for curriculum design has been used. The proposed innovative methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The curriculum was designed according to the following model: Establish Qualification Profile, Establish Admission Quality, Define Course Content, Establish the Curriculum at Macro Level, Establish the Curriculum at Micro Level, Integrate the Curriculum within the University System. The new curriculum for technical teacher education on Master level was completed in 2006. Curriculum for technical teachers has been designed taking account of the most popular and perspective branches of industry in Estonia. Eight possible specializations have been proposed. As the required entrance qualification of the candidate is Master degree in engineering and professional experience for at least one year, it is assumed that the candidate has acquired knowledge in engineering speciality on high level. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science. The curriculum has been accepted and registered by Estonian Ministry of Education and Research. The curriculum is the only and the very first one in Estonia providing education in Engineering Pedagogy for technical teachers on Master level in the amount of 60 ECTS credits. The first students were admitted to the designed study programme in 2007. }, keywords = {curriculum design, engineering pedagogy, technical teacher education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392235361.pdf}, author = {Tiia R{\"u}{\"u}tmann and J{\"u}ri Vanaveski} }