Open AccessWe All Take Learners Into Account In Our Teaching Decisions: Wait, Do We?
Author(s) -
Jennifer Turns,
Jessica Yellin,
Yimin Huang,
Brook Sattler
Publication year - 2020
Language(s) - English
Resource type - Conference proceedings
DOI - 10.18260/1-2--3727
Subject(s) - context (archaeology) , relevance (law) , computer science , wonder , scholarship , engineering education , mathematics education , focus (optics) , pedagogy , psychology , engineering , engineering management , social psychology , paleontology , physics , optics , political science , law , biology
Implications of Findings Teaching decisions represent a context for the use of information such as student diversity, student prior knowledge and misconceptions, and learning styles. We used narratives about teaching decisions from three educators to explore issues of how engineering educators take learners into account. These results support moving the conversation from a question of whether educators take learners into account to a question of how educators take learners into account.
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