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The paper presents theoretical and experimental study of educational process. It is assumed that certain educational problems may be described with the help of informational theory. Theoretical conclusions made in the paper have been confirmed experimentally. Restrictions of informational theory are discussed.

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*Saint-Peterburg State University of Archtecture and Civil Engineering,

** Saint-Petersburg Brunch of  Academy of Informatisational Technologies in Education

Russia

The skills which cultivated engineering background are described. These skills are produced in the hidden processes. The enumeration of this skills is given. Some novelities in teaching strategies which positive affected on the cultivation of engineering skills are discussed. Some of these strategies use computer educational programms.

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Longlife education involves in its field adult students. There are different ways of adult students teaching in Russia. At the first decades of 20-th century adult teaching in the USSR was devoted to give engineering knowledge and State diploma to persons which occupied engineering positions but did not posses serious background and official diploma.

That is why adult education was treated as additional part of common colleges’ education.  The lessons for adult students  were usualy given in the evening time after finishing of official work. The second way of adult education was to give students necessary text-books for independent studies.  In this strategy there were two short additional vacation periods in which the students pathed their exames and made some training exercises. These vacational periods were paid by special State programms. Step by step some other new forms of adult education were offered in Russia.  These new forms did not permit to get official State diploma.  In these cases adult students studied history, theory of fine arts, foregin languages and so on. The main goal of students was in these cases to get

• Open – Testing Procedures in Adult Learning

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Sergei Abdamovich, galina Nikitina, Vladimir Romanenko

Developing Practical Competence of Future Engineers within a Theory-oriented Curriculum at the Tertiary Level

This paper focuses on skills required for the background of an engineer and investigates processes that shape the development of such skills during one’s freshman and sophomore years. A list of basic engineering skills determined through the series of ‘converging’ surveys is suggested and several teaching strategies that positively affect the development of the skills at the tertiary level are introduced. The quantitative part of this study is based on data collected from about 19,000 subjects over a 15-year span. In particular, it was found that technology makes it possible to overcome a tension between the ease and the challenge in the context of general physics coursework by providing future engineers with computerized interactive assignments of alterable complexity.

Страницы: (2002) v. 4, pp 24-30
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