From Teachers Centered To Students Centered Ee

Karen Catalano George Catalano

“Transformation: From teacher-centered to student- centered engineering education”, Revista Journal of Engineering Education, January 2001, Idioma inglés.

EE

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“Active learning is more likely to occur in the student-centered model while passive learning is more likely to result in a teachercentered model. Shifting the center of attention of classroom activities from the teacher to the student metaphorically seems to us to be a significant paradigm shift in education” “According to cognitive psychologists and educators, instruction is most effective when students are encouraged and even expected to become actively involved in their own learning, thereby shifting the focus from what the teacher does to what the students do”

Palabras claves: active learning, teacher-centered model, student-centered model

Indira Guggisberg

Karen Catalano George Catalano

EE

“Transformation: From teacher-centered to student- centered engineering education”, Revista Journal of Engineering Education, January 2001, Idioma inglés.

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“Felder" has identified the following six principles for good teaching: * write comprehensive instructional objectives * model strategies and skills for your students * maximize experiential learning and minimize lecturing * use team-based learning extensively * do not make speed a factor on tests * positively reinforce successful performance. ”

Palabras claves: Richard Felder, learning, good teaching

Indira Guggisberg

Karen Catalano George Catalano

“Transformation: From teacher-centered to student- centered engineering education”, Revista Journal of Engineering Education, January 2001, Idioma inglés.

EE

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“We suggest the following seven roles for a professor who wishes to explore a transformation from teacher-centered to student-centered engineering education A. Model Thinking and Processing Skills Students are better served by frequent and revealing "streams of consciousness" with allowances for repeated interactions between the teacher and the students. B. Know the Actual and the Desired Cognitive Levels of Activities and of Students We routinely engage students in identifying the modes of thinking required in the different activities and possible reasons for difficulties they may have had.

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Palabras claves: engagement, interaction

Indira Guggisberg

Karen Catalano George Catalano

“Transformation: From teacher-centered to student- centered engineering education”, Revista Journal of Engineering Education, January 2001, Idioma inglés.

EE

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C. Develop Questions that Facilitate Student Exploration and Growth Hansen, Dantonio, Taba, and Ehrenburg and Ehrenburg.zb Each provides a general framework to describe the questioning process, identifying four distinct categories: * information gathering * information sorting * information organization * information interpretation.

Palabras claves:

Indira Guggisberg

Karen Catalano George Catalano

“Transformation: From teacher-centered to student- centered engineering education”, Revista Journal of Engineering Education, January 2001, Idioma inglés.

EE

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D. Use Visual Tools to Establish Connections and Nurture the Development of These Tools in Students From the outset, the emphasis is placed upon the process of constructing the mapnot the final product itself. Mindmap construction forces students to sort through new information and cluster the data into categories that indicate the existence or lack of connections. E. Provide Group Learning Settings Cooper et al. provide critical features for group learning: positive interdependence, individual accountability, appropriateness of the assignment, teacher as facilitator, explicit attention to social skills, and an emphasis on face-to-face problem solving.

Palabras claves: group learning, visual tools

Indira Guggisberg

Karen Catalano George Catalano

“Transformation: From teacher-centered to student- centered engineering education”, Revista Journal of Engineering Education, January 2001, Idioma inglés.

EE

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F. Use Analogies and Metaphors The power of metaphorical thought, provides a skeletal framework of categories of meaning moving from the literal to the most interpretative. Eco suggests four levels of meaning: * the literal * the metaphorical * the moral * the anagogical.

G. Provide a "No Risk" Mechanism for Indirect Dialogue Between Professor and Students Often the mere expression of acknowledgement by the professor of a student issue transforms the classroom environment from indifference or at its worst, hostility, to a functioning, healthy community. Palabras claves: Meaning, acknowledgement

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Indira Guggisberg

Karen Catalano George Catalano

EE

“Transformation: From teacher-centered to student- centered engineering education”, Revista Journal of Engineering Education, January 2001, Idioma inglés.

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“First, the students in the student-centered section did consistently better throughout the semester on the hourly exams and the final exam. Second, fewer students dropped the student-centered course. Third, the teacher who utilized a student-centered technique was judged much more favourably by the students in his class than he had been rated by students previously.

Palabras claves: group learning, visual tools

Indira Guggisberg

Karen Catalano George Catalano

“Transformation: From teacher-centered to student- centered engineering education”, Revista Journal of Engineering Education, January 2001, Idioma inglés.

EE

Ficha: Ficha:

8

“Students will often feel very uncomfortable in such a new environment in which they become the center of attention. The proposed change is difficult for many faculty members because it requires relinquishing authoritarian control in the classroom and allowing the intrusion of apparent chaos-thus creating the classic confrontation between order and disorder that has been explored in the West”

Palabras claves: Center of attention

Indira Guggisberg