Shepstone nigel (5 risultati)

Paperback. Condizione: Brand New. 264 pages. 8.66x5.91x0.60 inches. In Stock.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The pass rate of engineering students has historically been low in tertiary institutions. This prompts the question: Is the present engineering curriculum structure the most effective structure in which to prepare engineering graduates for work in the 21st century In order to investigate this question the current curriculum in tertiary institutions was examined. First, the philosophy of an engineering education was determined to establish what exactly an engineering education is. This philosophy was then used to determine which material is legitimate to include in an engineering curriculum and which material should be left out. Second, theories of teaching and learning were examined to determine whether the engineering curriculum is being taught in the most effective way. Third, the theories of curriculum structure and development were studied to determine whether the engineering curriculum is structured in accordance with the latest ideas in curriculum design. Finally, conclusions were drawn about current curriculum structure and whether it complies with modern pedagogical theory. 264 pp. Englisch.…

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Shepstone NigelNigel M. Shepstone, MScEng, MBA, ScEdD, CEng: Studied electrical engineering at the University of Natal, business at the University of the Witwatersrand, and education at the Curtin University of Technology. Worke. …

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The pass rate of engineering students has historically been low in tertiary institutions. This prompts the question: 'Is the present engineering curriculum structure the most effective structure in which to prepare engineering graduates for work in the 21st century '' In order to investigate this question the current curriculum in tertiary institutions was examined. First, the philosophy of an engineering education was determined to establish what exactly an engineering education is. This philosophy was then used to determine which material is legitimate to include in an engineering curriculum and which material should be left out. Second, theories of teaching and learning were examined to determine whether the engineering curriculum is being taught in the most effective way. Third, the theories of curriculum structure and development were studied to determine whether the engineering curriculum is structured in accordance with the latest ideas in curriculum design. Finally, conclusions were drawn about current curriculum structure and whether it complies with modern pedagogical theory.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 264 pp. Englisch.…

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The pass rate of engineering students has historically been low in tertiary institutions. This prompts the question: Is the present engineering curriculum structure the most effective structure in which to prepare engineering graduates for work in the 21st century In order to investigate this question the current curriculum in tertiary institutions was examined. First, the philosophy of an engineering education was determined to establish what exactly an engineering education is. This philosophy was then used to determine which material is legitimate to include in an engineering curriculum and which material should be left out. Second, theories of teaching and learning were examined to determine whether the engineering curriculum is being taught in the most effective way. Third, the theories of curriculum structure and development were studied to determine whether the engineering curriculum is structured in accordance with the latest ideas in curriculum design. Finally, conclusions were drawn about current curriculum structure and whether it complies with modern pedagogical theory.…