The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth

By Richard M. Felder, Rebecca Brent. 2004

229 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Media Technology

View Paper: https://www.semanticscholar.org/paper/7f08c9f7383301cfbc4aab5774ac611a79f9cc8f

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In Developmental and Educational Psychology

In Media Technology

Citations in the corpus

The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “This could be seen as an attunement to the culture and teaching in these fields, with a strong emphasis on facts, principles, and procedures presented in a dualistic mode (Felder and Brent 2004; Wankat 2002).”
Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course (2011, background): “See Felder and Brent (2004) for a detailed discussion on strategies for removing potential barriers to implementing problem-based learning.”
Effectiveness of Challenge‐Based Instruction in Biomechanics (2006, background): “Felder and Brent [3] have applied active learning principles in chemical engineering education with considerable success.”
Engineering Students' Epistemological Views on Mathematical Methods in Engineering (2015, background): “…and opportunities for students to reflect on their views and think metacognitively about the nature of knowledge in their fields of study, as well as for instructors to make their own sense making transparent (Copes, 1982; Culver & Hackos, 1982; Felder & Brent, 2004a; Finster, 1991; Perry, 1998).”
Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006, background): “[16] Felder, R.”
The Many Faces of Inductive Teaching and Learning (2007, background): “The literature also demonstrates that inductive methods encourage students to adopt a deep approach to learning (Ramsden 2003; Norman and Schmidt 1992; Coles 1985) and that the challenges provided by inductive methods serve as precursors to intellectual development (Felder and Brent 2004).”