Toward more pragmatic engineering classes: Transformation from traditional to Deweyan classes in technological literacy and competency approaches

摘要

This paper looks at what some initial steps that teachers of traditional, lecture-based, one-sided engineering classes can take to transition to Deweyan, inquiry-based classes. The goal of this study is to identify concrete step-by-step actions needed for transitioning towards inquiry-based classes where critical thinking and systems-level approaches to problem solving are prominent elements of the course and where presentation of out-of-context facts is avoided. The paper first examines the basis of traditional classes in order to identify and discuss their main shortcomings and to explain the need for modifications. This explanation will be in part grounded in our findings about teaching technological literacy and competency classes.