The integration of knowing and doing in the teaching-learning process of professional courses
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Engineering education focuses on cultivating students' practical and innovative abilities. It not only requires students to master theoretical knowledge but also to apply that knowledge to solve practical problems, achieving a balance between knowing and doing. However, there is currently an issue in engineering education where there is an overemphasis on knowing and a lack of doing, resulting in students having insufficient skills in integrating knowledge, problem-solving and independent thinking. Students may have acquired the knowledge but struggle with the implementation. To enhance students' ability in practical problem-solving, we propose a teaching model that is project-driven and cooperative-group-based. This model incorporates several formative assessment methods, such as inter-group peer evaluation and individual contribution assessment within the group. It was implemented in the course of "Mechanical Design" at an applied research university. The results show that students' learning interest is significantly increased, with more students participating in innovation competitions, and their practical skills are greatly improved. We hope that this "project-driven & cooperative-group-based" teaching model proposed in this paper can provide a useful reference for the teaching of professional courses in engineering education.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it