Work in Progress - Continuing Study of Curiosity in the Education of the Engineer

摘要

This paper continues a study of the role of curiosity in the education of the engineer, expanding on a study first reported at FIE2004. New material from teaching and learning theory discusses the role of intellectual development of students, as well as their need to reject absolute knowing, and learn to move effectively back and forth between real-world experiences and models of reality. It is argued that curiosity flows more naturally from a dialectic that involves both rational and intuitive learning.