Engineering Curriculum Research Articles

Reform and Exploration of Clean Coal Technology Curriculum under the Background of Dual Carbon Strategy

Reform and Exploration of Clean Coal Technology Curriculum under the Background of Dual Carbon Strategy

Emphasizing Both “Science” and “Technology” and Enhancing Digital Literacy and Skills—A Comparative Study Based on Three Kinds of Major Information Technology Curriculum Standards

Emphasizing Both “Science” and “Technology” and Enhancing Digital Literacy and Skills—A Comparative Study Based on Three Kinds of Major Information Technology Curriculum Standards

The Application of Bebras Tasks in Primary School Information Technology Curriculum——Based on the perspective of computational thinking assessment

The Application of Bebras Tasks in Primary School Information Technology Curriculum——Based on the perspective of computational thinking assessment

Obstacles Experienced by Primary School Heads and Teachers in the Implementation of the Wood Technology Curriculum in Bikita District of Masvingo Province in Zimbabwe

Obstacles Experienced by Primary School Heads and Teachers in the Implementation of the Wood Technology Curriculum in Bikita District of Masvingo Province in Zimbabwe

Analysis of Factors Affecting the Implementation of Information Technology Curriculum

Analysis of Factors Affecting the Implementation of Information Technology Curriculum

Development of Interactive Virtual Reality Application for Simulating Experimental Tensile Test

Information technology has significantly transformed traditional educational systems into adaptable forms of learning. Experimental tension test is a practical study included in the mechanical engineering curriculum, specifically as a part of Material and Metallurgy. The fundamental issue arises from the deficiency in comprehending the understanding of mechanical properties, which is a result of traditional educational methods. Virtual reality (VR) technology enhances the comprehension of the study of material properties for students studying mechanical engineering. This study presents a virtual reality tool, called VR experimental tensile test. It is intended to be utilized in flexible learning. Students as a user can investigate and examine the utilization of the program for learning and conducting safety lab orientation. The application evaluation was conducted using the User Experience Questionnaire (UEQ). This study suggests that using 3D model visualization in the virtual reality application enhances user experiences in learning tensile test and follow its lab orientation.

2022 개정 기술과 교육과정에 대한 중등 기술교사의 관심수용수준 분석

The purpose of this study was to analyze secondary school in-service teachers’ stages of concern (SoC) regarding the 2022 revised technology curriculum and seek implications for enhancing technology teachers’ expertise. To achieve the purpose of the study, an online survey was conducted using the CBAM Questionnaire (SoCQ) targeting technology teachers belonging to the technology teacher online learning community, and a total of 224 questionnaires were used for analysis. The results of this study are as follows. First, as a result of analyzing the profile of technology teachers’ SoC in the 2022 revised technology curriculum, it was found to be similar to the profile of a renewing user in the form of tailing up, with interest at a high level gradually increasing. Second, as a result of analyzing the SoC by gender, male teachers showed a statistically significantly higher level than female teachers at the level 6 (alternative concern). Third, the difference of concerns by teaching experience was not found to be statistically significant. Fourth, teachers with a bachelor’s degree were found to have a statistically significantly higher concern than teachers with a master’s degree or higher at the level 3 (operational concern). Based on these results, the need for support measures to increase technology teachers’ concern in the 2022 revised technology curriculum was presented as an implication.

Analysis of the 2022 Revised Technology Curriculum for Elementary and Middle Schools in South Korea

이 연구의 목적은 교육과정 설계의 원리에 따라 구성된 초등학교와 중학교 2022 개정 기술과 교육과정과 2015 개정 기술과 교육과정의 내용 요소를 비교 분석하여 기술교육의 기초자료를 제공하는 데 있다. 이를 위하여 개정된 2022 기술과 교육과정의 문헌을 분석하는 방법을 사용하였다. 초등 실과의 기술교육 내용과 중학교의 기술·가정에서의 기술교육 내용을 2015 개정 교육과정과 2022 개정 교육과정을 비교하여 유지, 변형, 이동, 축소/삭제, 신설의 차원에서 분석하였으며, 분석 결과에 따른 결론을 제시하면 다음과 같다. 첫째, 초등학교에서 개정된 교육과정에서 축소와 삭제가 크게 나타난 주제는 정보통신이었다. 프로그래밍 도구를 사용하여 기초적인 프로그래밍 과정을 체험하며, 간단한 프로그램을 설계하여 문제를 해결하는 프로그램을 만드는 과정에서 순차, 선택, 반복 등의 구조를 이해하도록 하였으나 이러한 내용이 디지털 기술과 기기의 활용으로 대체되었다. 둘째, 초등과 중등의 기술교육 연계성 차원에서 신설된 내용으로는 건설기술과 인공지능이었다. 건설기술은 성취기준 하나의 수준에서 개요를 이해할 수 있도록 하였으며, 인공지능의 성취기준은 5개로 대폭 강조되었다. 셋째, 발명과 지식 재산에서는 기존의 발명과 문제해결에서 발명 사고기법과 특허의 개념으로 변형되고 신설되었다. 넷째, 수송기술에서는 초등학교에서는 수송수단에 초점을 두어 선택과 집중을 하였으며, 중학교에서는 물류 시스템을 강조하여 신설되었다. 다양한 재료를 활용하여 수송 수단을 구상하고, 제작하는데 중점을 두었으며, 친환경 에너지를 적용한 다양한 수송 수단의 시제품을 만들어 수송기술의 가치를 인식하도록 하였다. 다섯째, 로봇 단원에서는 로봇 융합기술을 강조하도록 변화되었다. 여섯째, 초등학교에서 건설기술의 주제가 신설되어 초등학교와 중학교와의 연계성을 강화하였다. 일곱째, 정보통신에서, 초등학교는 내용이 축소되고 기존의 소프트웨어에서 디지털 기술로 변화되었다. 마지막으로, 생명기술 관련 주제는 생명 연장을 위해 의공학의 발전과 신약 개발에 관한 내용으로 신설되었다.

Relationships of Abstraction and Application Complexity in the Attainment between Mathematics and Electrical Engineering Modules in Diploma Courses of South Africa

In South Africa, universities are under pressure to meet increasing targets for student enrolment in engineering disciplines and fields. This has resulted in many students being enrolled in engineering programs without possessing the minimum required mathematical skills and understanding to tackle the challenging engineering disciplines. Hence, the engineering disciplines have a high student attrition and failure rate. This study aimed to evaluate the complex relationship of abstraction and application between mathematics attainment and principles of electrical engineering attainment by the students enrolled in diploma courses in technical universities of South Africa. A blend of quantitative and qualitative data was used. Legitimation code theory (LCT) was used to determine the complexity of higher learning levels. The relationships between six core courses in the Electrical Engineering curriculum were investigated to analyze the knowledge building from mathematics modules to principles of electrical engineering modules. The problem-solving, analytics, and abstract mathematical skills developed in these modules impact the overall progression into principles of electrical engineering courses at different levels for diverse students. The research examines the theoretical foundation, student performance, and practical application of mathematical ideas in electrical engineering using curriculum documents, student academic records, and interviews with electrical engineering lecturers. The study found a weak correlation between the two modules and examined how resources, cultural attitudes, and pedagogy affect student achievement. The results indicate an unexpected negative and fragile correlation between the lower mathematics and engineering modules at high levels. The LCT analysis showed the disconnect between the mathematics courses and the principles of electrical engineering in both the level of abstraction used in the studies and the extent of application principles taught.

School Curriculum of Technology in Primary Schools in Slovakia – A Case Study

Since 2008, schools in Slovakia have been able to adapt the curriculum of each subject according to the requirements of the school, pupils or parents. Only the content and performance standards of the subject are binding for them. In this article, we publish an analysis of three school curricula and thematic educational plans. Through content analysis of the documents, we investigated how primary schools implement the content of the subject of technology. We analysed the differences in the thematic units, common features and the number of lessons each topic implements. We found differences in the thematic units that primary school teachers include in teaching technology, although they are insignificant. We identified the most considerable differences in the seventh year of primary school. Also, the thematic units taught in the subject area of Household economics are very heterogeneous in schools.

Engineers of the future: student perspectives on integrating global competence in their education

ABSTRACT Engineering curricula need to integrate global competence learning to ensure that graduates can succeed in globalised labour markets. In this context, this study examines disciplinary engineering courses, focusing on the key characteristics of globally competent educators and teaching approaches in terms of learning environments and course activities from the students’ perspective. We conducted focus group discussions with 28 students from different engineering disciplines to learn more about their perceptions and experiences. The results suggest that they felt that integrated global competence learning would require educators to demonstrate open-mindedness, a global mindset, and strong social skills. In addition, global competence teaching approaches were associated with learning environments that were described as engaging, inclusive, and student-centered, and with course activities that were related to real-world situations, included collaborative elements, and were facilitated and supported by the instructor. This study contextualises the idea of global competence in engineering education and provides valuable insights into students’ perspectives and experiences with its integration during their studies. It also critically examines students’ ideas and suggestions about opportunities for such learning in relation to educational science, and suggests a way forward for global competence in engineering education.

Developing Structural and Civil Engineering (SCE) Curriculum in sub-Sahara African Nations on the Foundation of the Developed Nations, in Training, Practices and Technology – Nigeria as Case Study

The training and practice of structural and civil engineering (SCE) education in developing nations, especially the sub-Sahara African nations, are not as robust and dynamic when compared to what are operating in the developed Nations of the World. Available resources in the public domain show strong evidence of a sustained fundamental link of SCE training and practice of the developed nations to the classical training of the ancient Caesar’s Rome. This paper looks into the training and practice of structural and civil engineering about 2000 years ago in the imperial Caesar’s Rome. The data used were collected from the information available from the public domain. The results showed that: (i) the curriculum for SCE education was very wide and deep and it is in partnership with the State (ii) the training together with the attendant skill development program/schemes began early at Roman home, (iii) SCE is deeply connected to Latin and Greek languages, and (iv) a heavy dependence on classical philosophical studies existed. It is thus concluded that the curriculum for SCE engineering in developing nations be tied to these foundations.

Primary school technology curriculum’s computational thinking

This article unpacks the computational thinking for digital technologies (CTDT) technological area of the New Zealand primary curriculum that became mandatory in 2020. It explores computational thinking (CT), its place in the New Zealand primary curriculum, and elements kaiako can utilise to help implement the teaching of CT. The article considers teaching CTDT through unplugged (without a device) activities, pedagogy, and contexts that reflect the worldviews of ākonga, with associated activities suggested. Furthermore, this article draws on several research projects where teachers implemented CTDT skills in their classrooms and explored unplugged concepts. It is envisioned that this article will change teachers’ perceptions of teaching CTDT; from an unattainable set of specialist (digital) skills, to a set of day-to-day problem-solving techniques (applied to both unplugged and later-on-device contexts), and will support educators in understanding and implementing CTDT

Active and Project-Based Learning Implementation in a Constructively Aligned Digital Systems Design Course

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article describes efforts to improve the teaching and learning process for the digital system design course using active learning (AL) approaches in the classroom and a parallel hands-on project designed based on constructive alignment (CA). <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> The digital systems design course is an important part of Undergraduate Electrical Engineering curriculum. Some students find the course difficult because the learning outcomes require them to create digital circuitry that executes algorithms. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Intended Outcome:</i> The course designed based on CA can support and enhance students’ learning of the subject matter. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Application Design:</i> Systematic AL aided by Padlet and E-learning were used to make students’ learning of concepts visible during class time, allowing timely feedback. The hands-on aspects of the course were implemented using project-based learning that was guided in parallel with the in-class content. The use of software and hardware in the project was emphasized and monitored through a continuous series of milestones. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> Analysis of students’ results and reflections on the learning experience in this course shows that the course has effectively developed the students’ understanding of digital system concepts. Comparing the performance of the AL class cohort to the traditional lectures approach on the course learning outcomes attainment based on written examination and assignments, the cohort that used AL outperformed the traditional teaching cohort.

Recontextualising the teaching learning cycle within engineering education to improve the development of written communication skills

ABSTRACT An ongoing challenge for curriculum development in engineering programmes is ensuring that students graduate with appropriate writing skills. There is a need for effective and efficient integration of writing instruction within the engineering curriculum. Applied linguistics research provides valuable descriptions and understandings of the nature of writing for engineering purposes. This knowledge can be used to develop students’ ability to adapt their own writing style to meet the expectations of the context for which they are writing. As such, this paper proposes embedding the Teaching Learning Cycle, a pedagogic model of literacy development, within relevant curriculum approaches already in use in engineering education, with a focus on those that prioritise authentic learning environments. Suggestions for activities to develop writing ability are given in relation to the stages of the cycle.

Uncovering Indigenous perspectives in the Australian engineering curriculum: a systematic literature review of practical examples

ABSTRACT This paper documents and shares findings from a Systematic Literature Review (SLR) that was conducted to explore what published evidence exists of how Indigenous perspectives have been incorporated into the Australian tertiary engineering curriculum. The importance of embedding these perspectives into engineering education is known as it provides holistic and authentic learning experiences, reflects real world and industry practices, and better equips graduates. Engineers must competently demonstrate understanding of, and ethical conduct for, social and community duties. In order to provide graduates with the knowledge and awareness of how engineering practices affect human, societal, and environmental demands, it is becoming increasingly important to emphasise the human elements of engineering. The SLR resulted in 27 included results which highlighted six reoccurring themes, vital for the shared success when embedding Indigenous perspectives. This included community engagement, capacity building for engineering educators, resource repository, storytelling, use of frameworks, and projects.

Student writing in the engineering curriculum: discursive rhetorical model of the laboratory report genre in Spanish.

The laboratory report is a widely used genre in the academic training process in civil computer engineering. Students produce this genre in the university classroom for diverse academic and professional purposes. Despite its relevance, empirical rhetorical-discursive descriptions of the value of student writing are still scarce in Spanish. Thus, we describe the rhetorical-discursive organization of the laboratory report genre in this subdiscipline. To fulfil this purpose, we followed a methodological design based on Swalesian Genre Analysis and used a corpus of ninety-eight texts. The sample was collected in a self-compiled form through consultation with teachers and students in the university classroom. The application of this method allowed us to determine the macro-moves, moves, and rhetorical steps of the genre, its communicative functions, and textual features. The resulting rhetorical model consisted of four macro-moves, twelve moves and seventeen steps. This model shows the highly dynamic and mesogeneric nature of this genre, the new functions of multimodal artefacts, and the genre's presence across the curriculum. To know about the teachers' and students' views on the process of training professional writers in engineering, the rhetorical model was complemented with an ethnographic phase (in the terms proposed by Swales: corroboration process with a couple of members of the community) before and after collecting the textual corpus. Finally, the implications for genre theory, Spanish language theory and pedagogy of the Spanish language and genre pedagogy are discussed.

Training an AI rover for Mars: Why and how?

This article reports on a case study from a larger project exploring ways in which online citizen science projects can enhance students’ learning in science and in digital technology. In this case, two teachers integrated the digital technology curriculum with the science capability “interpreting representations” using the engaging context of Mars. As part of the unit, the students contributed to the online citizen science project AI4Mars, did some unplugged computational thinking, and then transferred this learning to learning to program mBots. Our aim is to inspire others to plan curricula that integrate opportunities for developing students’ science capabilities and their digital technology skills.

Promoting 21st Century Workplace Preparedness of Engineering Students: Teachers’ and Students’ Perceptions

The conspicuous transition in the employment sector has entailed employers to expect employees with pragmatic, autonomous, and dynamic skill sets. However, the engineers in India have been under-trained with the requisite skill set to exhibit constructive outcomes in the present competitive world. This paper expounds on the predominance of Life and Career skills in capacity building of engineering students with adequate skills to sustain the transforming 21st-century workplace demands. On this account, the paper examines the perceptions of students and teachers on integrating Life and Career skills in the English syllabus of the Engineering curriculum for the workplace preparedness of the students. An online survey was conducted between July and August 2019 to obtain the perceptions of 1048 students of engineering and 34 teachers of English from the Engineering Institutes affiliated with Pondicherry University. The findings have exhibited the assertion on the efficacy of Life and Career skills in empowering engineering students with flexibility, self-direction, cross-cultural, productivity, etc., skills. The results imply the desideratum of these skills set in the engineering curriculum for Industry-ready students to meet the demands of the 21st-century workplace.

A COMPARATIVE ANALYSIS OF MODERN AND TRADITIONAL METHODS OF TEACHING ENGINEERING GRAPHICS

Engineering graphics is an integral part of the engineering curriculum, encompassing visual communication and technical drawing skills. This scientific article conducts a thorough comparative analysis of modern and traditional teaching methods for engineering graphics. The objective is to identify the strengths and weaknesses of each approach in effectively imparting knowledge and skills to engineering students. By highlighting the advancements and limitations of modern and traditional methods, this articleaims to inform educators and policy-makers in shaping the future of engineering graphics education.