Learning to be an Engineer: Implications for the education system

Research output: Book/ReportBookResearchpeer-review

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Abstract

This report, commissioned by the Royal Academy of Engineering, explores the ways schools can create better and more engaging learning opportunities for would-be engineers.It builds upon the six engineering habits of mind (EHoM): systems-thinking,adapting, problem-finding, creative problem-solving, visualising, and improving.These were identified in earlier research, Thinking like an Engineer: implications for the education system (2014).This report identifies four principles that underpin the kinds of teaching that are most likely to encourage young people to develop a passion for engineering in today’s busy schools and colleges:
Original languageEnglish
Publication statusPublished - 31 Mar 2017

Keywords

  • education
  • STEM
  • engineering

Cite this

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title = "Learning to be an Engineer: Implications for the education system",
abstract = "This report, commissioned by the Royal Academy of Engineering, explores the ways schools can create better and more engaging learning opportunities for would-be engineers.It builds upon the six engineering habits of mind (EHoM): systems-thinking,adapting, problem-finding, creative problem-solving, visualising, and improving.These were identified in earlier research, Thinking like an Engineer: implications for the education system (2014).This report identifies four principles that underpin the kinds of teaching that are most likely to encourage young people to develop a passion for engineering in today’s busy schools and colleges:",
keywords = "education, STEM, engineering",
author = "Bill Lucas and Janet Hanson",
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Learning to be an Engineer: Implications for the education system. / Lucas, Bill; Hanson, Janet.

2017.

Research output: Book/ReportBookResearchpeer-review

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