Engineering education and the pedagogy of awareness

Effective Learning and Teaching in Engineering

Volumn , Issue , 2004, Pages 9-23

  Booth, Shirley ^a  

^a LUND UNIVERSITY   (Sweden)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85136375825     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203415986-7     Document Type: Chapter

References (15)

1. Booth, S. (1992) Learning to Program: a phenomenographic perspective, Gothenburg: Acta Universitatis Guthobergensis.
2. Booth, S. and Ingerman, Å. (2002) ‘Making sense of physics in the first year of study’, Learning and Instruction 12 (5): 493-507.
3. Bowden, J. and Marton, F. (1998) The University of Learning, London: Kogan Page.
4. Carlsson, B. (1999) ‘Ecological understanding; a space of variation’, Doctoral thesis, Luleå University of Technology, p. 39.
5. Hall, S. R., Waitz, I., Brodeur, D. R., Söderholm, D. H. and Nasr, R. (2002) ‘Adoption of active learning in a lecture-based engineering class’, Paper presented at the ASEE/IEEE Frontiers in Education Conference, Boston, MA, 6-9 November.
6. Ingerman, Å. and Booth, S. (2003) ‘Expounding on physics. A phenomenographic study of physicists talking of their physics’, International Journal of Science Education 25 (12):1489-1508.
7. Lundström, S. and Booth, S. (2002) ‘Journals based on applications: an attempt to improve students’ learning about composite materials’, European Journal of Engineering Education 27 (2): 195-208.
8. Marton, F. (1981) ‘Phenomenography - describing conceptions of the world around us’, Instructional Science 10: 177-200.
9. Marton, F. and Booth, S. (1996) ‘The learner’s experience of learning’, in D. Olson and N. Torrance (eds) Handbook of Education and Human Development: new models of learning, teaching and schooling, Oxford: Blackwell.
10. Marton, F. and Booth, S. (1997) Learning and Awareness, Mahwah, NJ: LEA.
11. Marton, F., Hounsell, D. and Entwistle, N. (1997) The Experience of Learning, 2nd edition, Edinburgh: Scottish Academic Press.
12. Meyer, E. and Land, R. (2003) Threshold Concepts and Troublesome Knowledge: linkages to ways of thinking and practising within the disciplines, ETL Project Occasional Report 4 (referenced from http://www.ed.ac.uk/etl/publications.html on 27 October 2003).
13. Pang, M. F. and Marton, F. (2003) ‘Beyond “lesson study”: comparing two ways of facilitating the grasp of some economic concepts’, Instructional Science 31 (3): 175-194.
14. Säljö, R. (1975) Qualitative Differences in Learning as a Function of the Learner’s Conception of the Task, Göteborg: Acta Universitatis Gothobergensis.
15. Svensson, L. and Högfors, C. (1988) ‘Conceptions as the content of teaching: improving education in mechanics’, in P. Ramsden (ed.) Improving Learning. New Perspectives, London: Kogan Page.