{"title":"通过指导性研究学习技术和科学方法","authors":"G. Benenson","doi":"10.1109/FIE.1989.69418","DOIUrl":null,"url":null,"abstract":"The author argues for an alternative approach to technical education, which has been developed and used by him in a wide range of technology courses. This approach emphasizes depth rather than breadth; organizes instruction around the students' own activities and experiences, rather than around lectures and readings; and makes a conscious effort to teach the methods of science within the context of the body of scientific and engineering knowledge. A curriculum organized around mini-research assignments is presented.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"38 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Learning technology and the scientific method by doing guided research\",\"authors\":\"G. Benenson\",\"doi\":\"10.1109/FIE.1989.69418\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The author argues for an alternative approach to technical education, which has been developed and used by him in a wide range of technology courses. This approach emphasizes depth rather than breadth; organizes instruction around the students' own activities and experiences, rather than around lectures and readings; and makes a conscious effort to teach the methods of science within the context of the body of scientific and engineering knowledge. A curriculum organized around mini-research assignments is presented.<<ETX>>\",\"PeriodicalId\":319513,\"journal\":{\"name\":\"Proceedings 1989 Frontiers in Education Conference\",\"volume\":\"38 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1989-10-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings 1989 Frontiers in Education Conference\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/FIE.1989.69418\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings 1989 Frontiers in Education Conference","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/FIE.1989.69418","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Learning technology and the scientific method by doing guided research
The author argues for an alternative approach to technical education, which has been developed and used by him in a wide range of technology courses. This approach emphasizes depth rather than breadth; organizes instruction around the students' own activities and experiences, rather than around lectures and readings; and makes a conscious effort to teach the methods of science within the context of the body of scientific and engineering knowledge. A curriculum organized around mini-research assignments is presented.<>
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