Knowledge and Learning Issues Related to Engineering Education: a Constructivist Approach

Abstract

This work presents a model of learning based on the constructivist theory coupled with the cognitive development theory. The model considers the level of learning based on stages and the movement from one stage to another requires to challenge the learner. The introduction of a new concept creates a disequilibrium that needs to be worked out to return back to its equilibrium stage. This process of "disequilibrium/equilibrium" has been analysed and validated using a course in computer networking at Effat University in Saudi Arabia. The model provides a theoretical foundation for teaching especially in a complex knowledge domain as engineering.