Understanding best practices in control engineering education using the concept of TPACK

Jwaid, Ali; Clark, Steve; Ireson, Gren

doi:10.1109/isecon.2014.6891027

Cited by 10 publications

(8 citation statements)

References 21 publications

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“…This is not surprising as it would be difficult to avoid STEM content when curriculum development is the vehicle for professional learning. A cluster of studies focussed on teaching specific STEM concepts and topics, such as 'systems thinking and wireless sensor networks, … electromagnetics, radio frequency (RF) circuit design, communication systems, and embedded systems' (Frolik et al 2013, 2) and 'process control' (Jwaid, Clark, and Ireson 2014). Some studies drew on versions of Shulman's (1992) Pedagogical Content Knowledge (PCK) framework (Viiri 2003;Marquez, Sánchez, and Valera 2013), and the subsequent Technological Pedagogical Content Knowledge (TPACK) model (Jwaid, Clark, and Ireson 2014).…”

Section: Reconnecting Teaching To the Disciplinesmentioning

confidence: 99%

Learning to teach STEM disciplines in higher education: a critical review of the literature

Winberg

Adendorff

Bozalek

et al. 2018

Teaching in Higher Education

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Enrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach.

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Section: Reconnecting Teaching To the Disciplinesmentioning

confidence: 99%

Learning to teach STEM disciplines in higher education: a critical review of the literature

Winberg

Adendorff

Bozalek

et al. 2018

Teaching in Higher Education

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“…The flexibility of concept integration is an especially powerful feature of the Knowledge Laboratories as demonstrated by the case study. Hitherto, most experiential learning modules in the reaction engineering/process control space have been focused on single knowledge domain experiments. − Even multidisciplinary modules thus far are comparatively limited in the flexibility of concept integration due to operational constraints or course emphasis − and are almost exclusively targeted toward academically mature students. The presented case study demonstrates the possibility of effectively incorporating both modes of flexibility even at a junior level (second year students).…”

Section: Design Principle 3: Flexibilitymentioning

confidence: 99%

How to Design Experiential Learning Resources for Independent Learning

Inguva

Shah

et al. 2021

J. Chem. Educ.

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Key components of any experiential learning module are the resources students use to learn. These typically include laboratory equipment, handouts, and instructional material in the form of videos or standard operating procedures (SOPs). Their design and implementation require careful thought to ensure that students learn in an effective and meaningful way. From our own experience in the undergraduate teaching laboratory and from a variety of literature sources, we have identified five design principles that educators should consider and integrate into their resource development workflows: safety, authenticity, flexibility, accessibility, and robustness (SAFAR). We present several examples of how each principle can be implemented using Kolb’s experiential learning cycle as a lens to understand the impact of each design principle on the learning process.

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“…TPACK instruments are presented in various forms, e.g. : Worked Examples (Bajracharya, 2019) and modules (White & Geer, 2013;Jwaid, Clark, & Ireson, 2014). Hence, in order to satisfy the needs of this digital age, there is an urgent requirement to produce websitebased TPACK instruments.…”

Section: Introductionmentioning

confidence: 99%

Website-Based Technological Pedagogical and Content Knowledge for Learning Preparation of Science Teachers

Wilujeng

Tadeko

Dwandaru

2020

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This study produces technological pedagogical and content knowledge (TPACK) instruments, which conventionally use print modules. The aims of this study were 1) to develop appropriate website-based TPACK instruments, and 2) to determine the effect of the produced website-based TPACK instruments toward the pedagogy competence of Science teachers in their learning preparation in the classroom. The methodology used was based on the ADDIE stages which stand for analyze, design, develop, implement, and evaluate. The results of this study include 1) instructions for producing TPACK instruments based on the results of synthesis; 2) instructions for making a website format based on the synthesis results; 3) TPACK framework design in website content; 4) TPACK instruments validation results; and 5) website validation results. Moreover, limited and field tests were conducted upon the website-based TPACK instruments to determine their effect toward the pedagogy competence of Science teachers. Quantitatively, the TPACK instruments scored 70 out of 76, while the website scored 60 out of 90. Finally, the limited and field tests results showed that website-based TPACK instruments positively affect the pedagogy competence of Science teachers in their learning preparation in the classroom with an overall Good category and a Very Good category for the usage evaluation from the users.

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Understanding best practices in control engineering education using the concept of TPACK

Cited by 10 publications

References 21 publications

Learning to teach STEM disciplines in higher education: a critical review of the literature

Learning to teach STEM disciplines in higher education: a critical review of the literature

How to Design Experiential Learning Resources for Independent Learning

Website-Based Technological Pedagogical and Content Knowledge for Learning Preparation of Science Teachers

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