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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摘要This 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.
著者Chan Y.-Y., Ng W.Y.
會議名稱119th ASEE Annual Conference and Exposition
會議開始日10.06.2012
會議完結日13.06.2012
會議地點San Antonio, TX
會議國家/地區美國
詳細描述119th ASEE Annual Conference
出版年份2012
月份8
日期20
國際標準書號9780878232413
語言英式英語

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