Abstract
The article presents the philosophy and the basics of Engineering Pedagogy Science – the key to science-based, effective, interactive and motivating teaching engineering, shaping the ground of teaching competencies of engineering faculty, ensuring relevantly one of the prerequisites of the quality of engineering education in general. The foundational questions shaping the philosophy of Engineering Pedagogy Science, as an analytical ground for effective course design and further course development, based on informed decisions, are presented in this paper. The didactic pentagram and the basic didactical model of Engineering Pedagogy Science are discussed in this paper. Didactical pentagram of Engineering Pedagogy Science forms the ground of the essential pedagogical competencies of engineering faculty along with the speciality competencies, ensuring effective teaching engineering. The basic didactic model of Engineering Pedagogy Science follows the principles of an iterative process, being an effective tool for the design of a study program, curriculum, syllabus, course, or a lecture with the aim of effective teaching engineering. Integrated quadruple instructional model of Engineering Pedagogy Science as the foundation of integrated course design and one of the preconditions of effective teaching and learning is introduced as the basis of expected teaching competencies of engineering faculty. Pedagogical competences of the faculty are becoming more considerable in the quality assessment of higher education. The most effective ground of pedagogical continuing education of engineering faculty is Engineering Pedagogy Science, which offers suitable and relevant didactic models for insurance of effective teaching and learning and integrated course design based on informed decisions, learning analytics, reflection and metacognition.
Highlights
Quality of teaching has become an essential indicator of the quality of higher education worldwide
Didactical pentagram of Engineering Pedagogy Science forms the ground of the essential pedagogical competencies of engineering faculty along with the speciality competencies, ensuring effective teaching engineering
The most effective ground of pedagogical continuing education of engineering faculty is Engineering Pedagogy Science, which offers suitable and relevant didactic models for insurance of effective teaching and learning and integrated course design based on informed decisions, learning analytics, reflection and metacognition
Summary
Quality of teaching has become an essential indicator of the quality of higher education worldwide. The mission of technical universities has been the education of engineering faculty and engineering teachers. For this purpose, there are Engineering Education Development Centers (or Centers of Engineering Pedagogy) at most technical universities. Technical universities require the faculty to undergo engineering pedagogical education before starting with teaching, usually in the range of 6–25 ECTS, depending on the university quality policy. Contemporary effective teaching engineering assumes teaching engineering specialty knowledge and skills, and the development of students’ thinking skills – technical, logical, creative and critical thinking, along with problem solving, collaborative learning, communication, attainment of attitudes and values, support of personality development, which are of great importance. Engineering Pedagogy Science is a key to science-based, effective and motivating teaching engineering, and builds the ground of teaching competencies of engineering faculty
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