Educational reconstruction as model for the theory-based design of student-centered learning environments in electrical engineering courses

摘要

Engineering education still faces the challenge to improve the conceptual understanding of basic coherences that gives many students trouble. This paper represents the model of educational reconstruction as a research framework for a consistent student-centered education, as a means for innovative curriculum, and course design. Looking at it from the theoretical side of educational reconstruction, the focus is consistent on the development of students' conceptions of electrical engineering basics (e.g. voltage and potential concept). In the following, the research design and used methods are introduced. The empirical findings built the starting point to address students' learning difficulties with appropriate theory-based interventions. The developed interventions are implemented into the undergraduate course "Electrical Engineering". The final evaluation gives new theoretical insights and action proposals of how the model of educational reconstruction in Engineering Education can be used successfully to improve teaching and learning mechanism in a theory-based manner and to design student-centered learning environments.