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- Title
CONSTRUCTIVISM PEDAGOGY DRIVES REDEVELOPMENT OF CAD COURSE: A CASE STUDY.
- Authors
Clemons, Stephanie A.
- Abstract
The article discusses the modification of a college CAD course to accommodate the new demands. This semester-long course was modified to accommodate twice the number of students in the same section & a shift from 20 students to 44 students. As a result, new goals and objectives for the course needed to be developed. New teaching methodologies and classroom management techniques had to be identified. New assignments had to be developed, and grading issues had to be resolved. The 1990s method of teaching CAD would no longer suffice. Constructivism, as a pedagogy and teaching philosophy, was one of the driving models of learning during the redevelopment of the course. Constructivism is defined as a process of presenting a global concept of emerging relevance to the student learner and assisting them in posing and directing their own questions to investigate the subject material. Constructivist perspectives have important implications for curriculum design. The most straight forward recommendations are to involve students actively in their learning and provide experiences that challenge their thinking and force them to rearrange their beliefs. Rather than the teacher evaluating the subject material such as CAD books, posing hypothetical questions or experiences such as CAD demo, and offering content to the students through direct instruction such as lecture, the student is instead urged to construct questions and seek out possible answers.
- Subjects
COLLEGE curriculum; COMPUTER-aided design; TEACHERS; LEARNING; DIRECT instruction; INSTRUCTIONAL systems; ACADEMIC degrees; STUDENTS; CLASSROOM management
- Publication
Technology Teacher, 2006, Vol 65, Issue 5, p19
- ISSN
0746-3537
- Publication type
Article