期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2006
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：With curricula based largely on science and mathematics, engineering programs promote the ideal of striving for that one predetermined, correct answer. Design, being open-ended, cannot promote that single, correct answer. Thus, the paradigm of design and that of science and mathematics are not the same, presenting pedagogical challenges. The metaphor of the podium is used to highlight these challenges and suggest ways that engineering curricula might be reconstructed to honour design as well as science and mathematics. Case studies, consisting of interviews and focus groups of prospective and first-year engineering students, as well as high school teachers, provide the data for the research.
