Many educationists recommend that learning objectives should be given in a behaviouristic way with directly observable actions. At the same time cognitive constructivism seems to be the preferred theory within the engineering educational community. There is no conflict in using a behavioural approach to assess final competences in a constructivist setting, but during an education we should evaluate the progress of the student’s learning. One way could be to look at the student’s errors.
|Title of host publication||SEFI 2005 Proceedings|
|Publication status||Published - 2005|
|Event||33rd SEFI Annual Conference - Ankara, Turkey|
Duration: 7 Sep 2005 → 10 Sep 2005
|Conference||33rd SEFI Annual Conference|
|Period||07/09/2005 → 10/09/2005|