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For students taking the Materials Science course . This book is also suitable for professionals seeking a guided inquiry approach to materials science.
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This unique book is designed to serve as an active learning tool that uses carefully selected information and guided inquiry questions. Guided inquiry helps readers reach true understanding of concepts as they develop greater ownership over the material presented. First, background information or data is presented. Then, concept invention questions lead the students to construct their own understanding of the fundamental concepts represented. Finally, application questions provide the reader with practice in solving problems using the concepts that they have derived from their own valid conclusions.�
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0133354733 / 9780133354737 Introduction to Materials Science and Engineering: A Guided Inquiry with Mastering Engineering with Pearson eText -- Access Card Package
Package consists of:���
0132136422 / 9780132136426 Introduction to Materials Science and Engineering: A Guided Inquiry
0133411443 / 9780133411447 MasteringEngineering with Pearson eText -- Access Card -- Introduction to Materials Science
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- Sales Rank: #1209194 in Books
- Brand: Brand: Prentice Hall
- Published on: 2013-06-07
- Original language: English
- Number of items: 1
- Dimensions: 9.70" h x .70" w x 8.60" l, 2.06 pounds
- Binding: Spiral-bound
- 400 pages
- Used Book in Good Condition
Review
"The development of a framework of Guided Inquiry activities specific to introducing Materials Science and Engineering is clearly the defining, outstanding feature of this book. This text will greatly ease the burden on MSE instructors who seek to incorporate Guided Inquiry into their teaching approach."
– Jerry Floro, University of Virginia
"The best feature of this book is the manner by which the students are able to build their knowledge. It allows us teachers to become the Cognitive Coaches, where we are charged now with motivating and guiding students through their cognitive game of life or in this instance their ‘game of material science.’"
– Cindy Waters, North Carolina A&T University
�
"This is pedagogy of the future….Great job, Dr. Douglas! This is good stuff."
– Patrick Ferro, Gonzaga University
�
"I would describe this book as a means to begin engaging students in constructing their own knowledge which will improve their understanding and their interest in Materials Science. I think that it is more satisfying to teach with this approach and offers frequent opportunities to interact with the students. This helps to better understand what the students are thinking and how best to use resources to promote their learning."
– Steve Krause, Arizona State University
�
"The book’s greatest strength is that it not only provides a different approach from the traditional materials science book, but actually does so by supporting a teaching strategy known to produce better outcomes to the lecture method supported by traditional textbooks."
– Trevor Harding, California Polytechnic State University
�
"The move to providing a project oriented guided learning book for an introductory materials engineering course is challenging. The author has done a good job of balancing the broad materials classes and needs of the course with the open ended aspect of the guided learning format. The balance between explanations and inquiry is well done." �
– David Bahr, Purdue University
�
"The inquisitive questions the author uses to direct the readers to probe themselves are fun, help understand the basis of materials structures and properties and lead to a fundamental understanding of materials science."
– Richard Hennig, Cornell University
From the Back Cover
From the author, Elliot P. Douglas:
This book is based on the concept of guided inquiry. Guided inquiry is an approach to learning based on research on how people think and learn… This approach has been used successfully in a wide variety of classrooms, from large introductory classes of 300 students to smaller classes of 20. There are many variations of this approach and each instructor must decide what works best for their classroom. Ultimately, however, the focus should be on enabling students to actively engage in the content, work through the concepts, and ultimately discover those concepts for themselves.
"The development of a framework of Guided Inquiry activities specific to introducing Materials Science and Engineering is clearly the defining, outstanding feature of this book. This text will greatly ease the burden on MSE instructors who seek to incorporate Guided Inquiry into their teaching approach."
– Jerry Floro, University of Virginia
"The best feature of this book is the manner by which the students are able to build their knowledge. It allows us teachers to become the Cognitive Coaches, where we are charged now with motivating and guiding students through their cognitive game of life or in this instance their ‘game of material science.’"
– Cindy Waters, North Carolina A&T University
�
"This is pedagogy of the future….Great job, Dr. Douglas! This is good stuff."
– Patrick Ferro, Gonzaga University
�
"I would describe this book as a means to begin engaging students in constructing their own knowledge which will improve their understanding and their interest in Materials Science. I think that it is more satisfying to teach with this approach and offers frequent opportunities to interact with the students. This helps to better understand what the students are thinking and how best to use resources to promote their learning."
– Steve Krause, Arizona State University
�
"The book’s greatest strength is that it not only provides a different approach from the traditional materials science book, but actually does so by supporting a teaching strategy known to produce better outcomes to the lecture method supported by traditional textbooks."
– Trevor Harding, California Polytechnic State University
�
"The move to providing a project oriented guided learning book for an introductory materials engineering course is challenging. The author has done a good job of balancing the broad materials classes and needs of the course with the open ended aspect of the guided learning format. The balance between explanations and inquiry is well done." �
– David Bahr, Purdue University
�
"The inquisitive questions the author uses to direct the readers to probe themselves are fun, help understand the basis of materials structures and properties and lead to a fundamental understanding of materials science."
– Richard Hennig, Cornell University
http://www.pearsonhighered.com/douglas1einfo
About the Author
Associate Chair and Associate Professor
Distinguished Teaching Scholar
Editor-in-Chief, Polymer Reviews
Ph.D., Polymer Science and Engineering, University of Massachusetts - Amherst, 1992
S.B., Materials Science and Engineering, MIT, 1988
S.B., Humanities (Music) and Engineering (MSE), MIT, 1988
Elliot P. Douglas is Associate Professor, Dean’s Fellow for Engineering Education, and Distinguished Teaching Scholar in the Department�of Materials Science and Engineering at the University of Florida. His�research activities are in the areas of active learning, problem solving,�critical thinking, and use of qualitative methodologies in engineering education. Specifically, he has published and presented work on the�use of guided inquiry as an active learning technique for engineering;�how critical thinking is used in practice by students; and how different�epistemological stances are enacted in engineering education research. He has been involved in�faculty development activities since 1998, through the ExCEEd Teaching Workshops of the American�Society of Civil Engineers, the Essential Teaching Seminars of the American Society of Mechanical Engineers, and the US National Science Foundation-sponsored SUCCEED Coalition. He has received�several awards for his work, including the Presidential Early Career Award for Scientists and Engineers, the Ralph Teetor Education Award from the Society of Automotive Engineers, being named�the University of Florida Teacher of the Year for 2003-04 and the ASEE Southeastern Section�Outstanding Teaching Award for 2013. He is a member of the American Society for Engineering�Education and the American Educational Research Association and is currently Associate Editor�for the Journal of Engineering Education.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Miserable read- not well written- hard to learn/follow as a student.
By Chris Larson
This book is crap. The method of self-paced discussion and group-think is like the blind leading the blind. How are a group of students who know nothing about a topic supposed to teach each other about a topic none of them knows anything about? Professorial use of the book will certainly help, and students may not have a choice as to which book their teachers use for this course, but if there is a choice, avoid this method of learning and this book that follows it.
0 of 0 people found the following review helpful.
Two Stars
By sean bise
Not used to the workbook style in college.
1 of 3 people found the following review helpful.
One Star
By zozo
useless
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