Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in Engineering
This study investigates the teaching of Differential Equations in engineering education, focusing on expert opinions from diverse institutional backgrounds. The primary objectives were to understand expert perspectives on essential course content, justify their content choices, measure institutional...
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| Format: | Article |
| Language: | English |
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Universitat Politècnica de València
2024-10-01
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| Series: | Multidisciplinary Journal for Education, Social and Technological Sciences |
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| Online Access: | https://polipapers.upv.es/index.php/MUSE/article/view/20893 |
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| author | José Luis Díaz Palencia |
| author_facet | José Luis Díaz Palencia |
| author_sort | José Luis Díaz Palencia |
| collection | DOAJ |
| description | This study investigates the teaching of Differential Equations in engineering education, focusing on expert opinions from diverse institutional backgrounds. The primary objectives were to understand expert perspectives on essential course content, justify their content choices, measure institutional gaps, and highlight the range of professional profiles. Through qualitative interviews with nine experts from academia and industry, we explored their views on the integration of Differential Equations in engineering curricula. The findings reveal a consensus on the importance of basic concepts to support physical models. Notably, experts highlighted variational calculus and energy representations as critical yet underrepresented areas in Differential Equations courses, essential for modeling complex, nonlinear problems. The study also states on the growing importance of computational methods and software in engineering education, advocating for an integrated approach aligning theoretical concepts with real-world applications. The expert opinions revealed a significant institutional influence on content perception, demonstrating a gap between traditional theoretical focus and modern, application-oriented approaches. The study suggests a need for curricular innovation in differential equations education, emphasizing practical applications and computational methods to bridge this gap between the two institutions considered in which the experts are adhered to. |
| format | Article |
| id | doaj-art-7b0dcaa4dcd24c0f827bc2d7f6cbcbec |
| institution | Kabale University |
| issn | 2341-2593 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Universitat Politècnica de València |
| record_format | Article |
| series | Multidisciplinary Journal for Education, Social and Technological Sciences |
| spelling | doaj-art-7b0dcaa4dcd24c0f827bc2d7f6cbcbec2025-02-03T11:18:20ZengUniversitat Politècnica de ValènciaMultidisciplinary Journal for Education, Social and Technological Sciences2341-25932024-10-0111212510.4995/muse.2024.2089320086Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in EngineeringJosé Luis Díaz Palencia0https://orcid.org/0000-0002-4677-0970Universidad a Distancia de Madrid This study investigates the teaching of Differential Equations in engineering education, focusing on expert opinions from diverse institutional backgrounds. The primary objectives were to understand expert perspectives on essential course content, justify their content choices, measure institutional gaps, and highlight the range of professional profiles. Through qualitative interviews with nine experts from academia and industry, we explored their views on the integration of Differential Equations in engineering curricula. The findings reveal a consensus on the importance of basic concepts to support physical models. Notably, experts highlighted variational calculus and energy representations as critical yet underrepresented areas in Differential Equations courses, essential for modeling complex, nonlinear problems. The study also states on the growing importance of computational methods and software in engineering education, advocating for an integrated approach aligning theoretical concepts with real-world applications. The expert opinions revealed a significant institutional influence on content perception, demonstrating a gap between traditional theoretical focus and modern, application-oriented approaches. The study suggests a need for curricular innovation in differential equations education, emphasizing practical applications and computational methods to bridge this gap between the two institutions considered in which the experts are adhered to.https://polipapers.upv.es/index.php/MUSE/article/view/20893anthropological theory of didacticsdifferential equationsorganizationsteachinginstitutional gap |
| spellingShingle | José Luis Díaz Palencia Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in Engineering Multidisciplinary Journal for Education, Social and Technological Sciences anthropological theory of didactics differential equations organizations teaching institutional gap |
| title | Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in Engineering |
| title_full | Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in Engineering |
| title_fullStr | Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in Engineering |
| title_full_unstemmed | Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in Engineering |
| title_short | Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in Engineering |
| title_sort | perspectives of experts in the selection of contents for a course of differential equations in engineering |
| topic | anthropological theory of didactics differential equations organizations teaching institutional gap |
| url | https://polipapers.upv.es/index.php/MUSE/article/view/20893 |
| work_keys_str_mv | AT joseluisdiazpalencia perspectivesofexpertsintheselectionofcontentsforacourseofdifferentialequationsinengineering |