Between deep and surface
Procedural Approaches to Learning in Engineering Education Contexts
Bibliographic Data
| ID | 4849460 |
|---|---|
| Authors | Jennifer Case (0000-0002-0186-9803, University of Cape Town), Delia Marshall (0000-0003-1799-3478, University of the Western Cape, corresponding author) |
| Year | 2004 |
| Volume | 29 |
| Issue | 5 |
| Pages | 605-615 |
| Publication date | 2004-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0307507042000261571 |
| OpenAlex | W2048458918 |
| Language | EN |
| Citations received | 10 |
| References cited | 7 |
This article describes two approaches to learning (in addition to the classic deep and surface approaches) identified in studies of student learning in engineering contexts. The first study identified the ‘procedural deep’ approach in a group of engineering foundation programme students in the UK, while the second study identified the ‘procedural surface’ (originally termed algorithmic) approach amongst second‐year South African chemical engineering students. Both these approaches involve a strategy of focusing on problem solving, but they have respectively deep and surface intentions (the former involving the intention to understand and the latter not). From both studies it was clear that the approaches students use are adaptations to particular course contexts, and it is suggested that a course focus towards a procedural deep objective might preclude the adoption of a deep approach. Notes Corresponding author. Department of Chemical Engineering, University of Cape Town, Private Bag, Rondebosch, 7701, South Africa. Email: [email protected]
Archaeology · Deep learning · Engineering education · Engineering management · Focus group · Geography · Higher education · Mathematics education · Political science · Sociology · Teaching method · Computer Science · Education and Critical Thinking Development · Engineering · Evaluation of Teaching Practices · Problem and Project Based Learning · Psychology · Artificial Intelligence
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| Unique citing works | 10 |
|---|---|
| Citations per year | 0,48 |
| Citation span | 2005 - 2024 (20) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |