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999			_c200458538 _d76750
003			TR-AnTOB
005			20231114102305.0
007			cr nn 008mamaa
008			220920s2022 sz | s |||| 0|eng d
020			_a9783030914714
024	7		_a10.1007/978-3-030-91471-4 _2doi
040			_aTR-AnTOB _beng _erda _cTR-AnTOB
041			_aeng
050		4	_aTA145
072		7	_aTBD _2bicssc
072		7	_aTEC016020 _2bisacsh
072		7	_aTBD _2thema
090			_aTA145EBK
100	1		_aBlum, Michelle. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
245	1	3	_aAn Inquiry-Based Introduction to Engineering _h[electronic resource] / _cby Michelle Blum.
250			_a1st ed. 2022.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2022.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aPart I: Being an Effective Student -- Achieving Success in Engineering -- Teaching & Learning Approaches -- Essential Skills for Learning -- Understanding Yourself and Others -- Part II: The Engineering Profession -- The Engineering Profession -- Engineering Problem Solving -- Engineering Design and Experiments -- Engineering Ethics -- Engineering Communication Part III: Engineering Fundamental Parameters -- Dimensions and Units -- Length -- Time -- Mass -- Force -- Temperature -- Electric Current -- Power, Energy and Efficiency -- Engineering Mathematics, Models and Reasoning.
520			_aThe text introduces engineering to first-year undergraduate students using Inquiry-Based Learning (IBL). It draws on several different inquiry-based instruction types such as confirmation inquiry, structured inquiry, guided inquiry, and open inquiry, and all of their common elements. Professor Blum’s approach emphasizes the student’s role in the learning process, empowering them in the classroom to explore the material, ask questions, and share ideas, instead of the instructor lecturing to passive learners about what they need to know. Beginning with a preface to IBL, the book is organized into three parts, each consisting of four to ten chapters. Each chapter has a dedicated topic where an initial few paragraphs of introductory or fundamental material are provided. This is followed by a series of focused questions that guide the students’ learning about the concept(s) being taught. Featuring multiple inquiry-based strategies, each most appropriate to the topic, An Inquiry-Based Approach to Introduction to Engineering stands as an easy to use textbook that quickly allows students to actively engage with the content during every class period. Moves instructors and students beyond passive, transmission-based learning, using inquiry based learning strategies; Focuses on technical and life skill content as well as how to maximize outcomes using inquiry-based learning; Contextualizes inquiry based learning across engineering disciplines.
650		0	_aEngineering design.
650		0	_aCivil engineering.
650		0	_aEthics.
650		0	_aTechnical education.
650	1	4	_aEngineering Design.
650	2	4	_aCivil Engineering.
650	2	4	_aMoral Philosophy and Applied Ethics.
650	2	4	_aEngineering and Technology Education.
653		0	_aEngineering
653		0	_aInquiry-based learning
710	2		_aSpringerLink (Online service)
856	4	0	_uhttps://doi.org/10.1007/978-3-030-91471-4 _3Springer eBooks _zOnline access link to the resource
942			_2lcc _cEBK