Collaborative inquiry into foundation knowledge in computer engineering: A case study in Hong Kong
Refereed conference paper presented and published in conference proceedings

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AbstractThis paper describes the design and implementation of inquiry-based learning (IBL) lessons in Engineering Education at first-year undergraduate level. The teaching and learning took place in an engineering department at a university in Hong Kong. IBL is a kind of constructivist pedagogy in which learners formulate hypotheses and problem-solving strategies by their own, and learn through inquiries into ill-structured problem situation. This paper reviews related educational theories, describes the lesson implementation process. Evaluation, in terms of quantitative and qualitative analysis on data collected from participating students, are also given. © 2012 American Society for Engineering Education.
All Author(s) ListChan Y.-Y., Ng W.Y.
Name of Conference119th ASEE Annual Conference and Exposition
Start Date of Conference10/06/2012
End Date of Conference13/06/2012
Place of ConferenceSan Antonio, TX
Country/Region of ConferenceUnited States of America
Detailed description119th ASEE Annual Conference
LanguagesEnglish-United Kingdom

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