Designing Cognitive Apprenticeships for Biomedical Engineering

This article explores challenges involved in developing effective and workable models for engineering education that emphasize the development of student cognitive skills over the delivery of specific course content. It chronicles efforts to systematically design engineering learning environments ba...

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Bibliographic Details
Published in:Journal of engineering education (Washington, D.C.) D.C.), 2005-04, Vol.94 (2), p.207-213
Main Author: Newstetter, Wendy C.
Format: Article
Language:English
Subjects:
Biomedical research
Cognition & reasoning
cognitive apprenticeships
Course Content
design-based research
Educational Research
Engineering
Engineering Education
Learning
Learning Processes
Learning Theories
problem-based learning
Teaching Methods
Thinking Skills
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Summary:This article explores challenges involved in developing effective and workable models for engineering education that emphasize the development of student cognitive skills over the delivery of specific course content. It chronicles efforts to systematically design engineering learning environments based on cognitive and learning science studies and then to optimize those environments through “design‐based research.” It follows the evolutionary trajectory of curricular design efforts over four years using Problem‐based Learning (PBL) in the Department of Biomedical Engineering at Georgia Tech, elucidating the activities, mistakes, realizations and the progressive refinements instituted towards the development of learning theory in the context of biomedical engineering. It argues for the need to scaffold students in the development of model‐based reasoning throughout the engineering curricula.
ISSN:1069-4730
2168-9830
DOI:10.1002/j.2168-9830.2005.tb00841.x