EFFECTIVE TEACHING STRATEGIES FOR DIRECT AND INDIRECT INSTRUCTION IN TEACHING ENGINEERING IMPLEMENTED AT TALLINN UNIVERSITY OF TECHNOLOGY

TitleEFFECTIVE TEACHING STRATEGIES FOR DIRECT AND INDIRECT INSTRUCTION IN TEACHING ENGINEERING IMPLEMENTED AT TALLINN UNIVERSITY OF TECHNOLOGY
Publication TypeJournal Article
Year of Publication2011
AuthorsRüütmann, T, Kipper, H
JournalProblems of Education in the 21st Century
Volume36
Start Page60-75
Date PublishedDecember/2011
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 970329
Keywordsdirect instruction, indirect instruction, teaching engineering
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.

URLhttps://oaji.net/articles/2014/457-1408435110.pdf
DOI10.33225/pec/11.36.60
Refereed DesignationRefereed
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