Please use this identifier to cite or link to this item: https://hdl.handle.net/1822/49358

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dc.contributor.authorArana-Arexolaleiba, Nestorpor
dc.contributor.authorGuerra, Aidapor
dc.contributor.authorKolmos, Anettepor
dc.contributor.authorDe Graaff, Erikpor
dc.contributor.authorLima, Rui M.por
dc.date.accessioned2018-01-17T09:56:02Z-
dc.date.issued2017-01-01-
dc.identifier.issn0949-149X-
dc.identifier.urihttps://hdl.handle.net/1822/49358-
dc.description.abstract[Excerpt] More and more engineers operate in globalised contexts and need to provide innovative and sustainable solutions to complex problems. Equipping engineers with the knowledge and competences needed, as well as the preparation for professional practice are important aspects of engineering education. Nowadays, many Universities of Technology use active and student-centred pedagogies as learning strategies. Collaborating in small project groups to solve a real-life engineering problem is a good example of an excellent preparation for practice. [...]por
dc.language.isoengpor
dc.publisherDublin Institute of Technology Tempus Publicationspor
dc.rightsrestrictedAccesspor
dc.titleThe learner in engineering educationpor
dc.typejournalEditorialpor
dc.peerreviewedyespor
oaire.citationStartPage940por
oaire.citationEndPage941por
oaire.citationIssue3por
oaire.citationVolume33por
dc.date.updated2018-01-04T21:23:02Z-
dc.description.publicationversioninfo:eu-repo/semantics/publishedVersionpor
dc.subject.wosSocial Sciences-
dc.subject.wosScience & Technology-
sdum.export.identifier2229-
sdum.journalInternational Journal of Engineering Educationpor
Appears in Collections:CAlg - Artigos em revistas internacionais / Papers in international journals

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