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Teaching Top-Down Approaches to the Engineering Design Process

Authors
  • Katz, Joshua E
  • Katz, Joshua E.
Publication Date
Jul 01, 2019
Source
[email protected]
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Abstract

One of the main focuses of metacognition is to have students think about their learning. By bringing the engineering design process with educational psychology together, it can lead to a society that thinks more in-depth on various topics. The goal of the internship was to utilize and teach top-down educational and instructional objectives. Throughout the project, we followed a modified progression of the System Architecture Methodology to help other interns think in a top-down fashion. The purpose of this procedure is to create and induce new innovative and creative ideas for different projects. As teaching this methodology was tasked, research and asking questions were skills that developed. In line with the top-down approaches to teaching the curriculum to interns, revising the written curriculum from last year was pursued. Following the top-down methodology, each step in that curriculum turned into a lesson plan. Using the revised Bloom's Taxonomy, writing the objectives will follow cognitive processes as well as a knowledge basis. As students progress their thought processes to create and reach metacognition, they contain deeper learning and higher performances. In conclusion, teaching and learning this methodology can improve students' abilities to think throughout their life.

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