Incluye índice alfabético páginas 749-763

1. Chronological and ontological development of engineering education as a field of scientific inquiry Jeff Froyd and Jack Lohmann
2. Learning theories for engineering education practice and research Wendy Newstetter and Marilla Svinicki
3. Situative framework for engineering learning research Aditya Johri, Barbara M. Olds and Kevin O'Connor
4. The social nature of representational engineering knowledge Wolff-Michael Roth
5. Conceptual change and misconceptions in engineering education: curricular-, measurement-, and theoretically focused approaches Ruth Streveler, Shane Brown, Geoffrey Herman and Devlin Monfort
6. Engineers as problem solvers David Jonassen
7. Professional engineering work R. Stevens, Aditya Johri and Kevin O'Connor
8. Problem-based and project-based learning in EE - merging models Anette Kolmos and Eric De Graaff
9. Case studies in engineering Claire Davis and Aman Yadav
10. Curriculum design in the middle years Susan Lord and John Chen
11. Engineering design education Cindy Atman, Jim Borgford-Parnell, Janet McDonnell, Ozgur Eris and Monica Cardella
12. Adaptive expertise and knowledge fluency in design and innovation Ann McKenna
13. Learning disciplinary ideas and practices through engineering design Janet Kolodner and Kristen Wendell
14. Engineering identity Karen Tonso
15. Studying the career pathways of engineers: an illustration with two datasets Sheri Sheppard, Shannon Gilmartin, Samantha Brunhaver and Anthony Antonio
16. Retention and persistence in engineering education Gary Lichtenstein, Helen Chen, Karl Smith and Theresa Maldonado
17. Social justice and inclusion: women and minorities in engineering Donna Riley, Amy Slaton and Alice Pawley
18. Community engagement in engineering education as a way to increase inclusiveness Chris Swan, Kurt Paterson and Angela Bielefeldt
19. Translating research to widespread practice in engineering education Tom Litzinger and Lisa Lattuca
20. Research-guided teaching practices: engineering threshold concepts as an approach to curriculum renewal Caroline Baillie and Sally Male
21. Engineering instruction development: programs, best practices, and recommendations Rich Felder, Rebecca Brent and Michael Prince
22. Understanding disciplinary cultures: the first step to cultural change Elizabeth Godfrey
23. Preparing engineering educators for engineering education research Maura Borrego and Ruth Streveler
24. Studying teaching and learning in undergraduate engineering programs: conceptual frameworks to guide research on practice Lisa Lattuca and Tom Litzinger
25. Design-based research in engineering education: current steps and next steps Anthony E. Kelly
26. Quantitative and mixed-methods research: approaches and limitations Barbara Moskal and Teri Reed-Rhoades
27. Framing qualitative methods in engineering education research: established and emerging methodologies Jenni Case and Greg Light
28. Conducting interpretive research in engineering education Aditya Johri
29. The science and design of assessment in engineering education Jim Pellegrino, L. V. DiBello and Sean Brophy
30. Engineering communication M. Paretti, L. McNair and J. Leydens
31. Use of technology in engineering education K. Madhavan and E. Lindsay
32. Global and international issues in engineering education A. Johri and B. Jesiek
33. Engineering ethics B. Barry and J. Herkert
34. The normative contents of engineering formation: engineering studies G. Downey
35. Interdisciplinarity in engineering practice N. Nerssesian and W.

The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006

El Cambridge Handbook of Engineering Education Research es la fuente de referencia crítica para el creciente campo de la investigación educativa en ingeniería, presentando el trabajo de los luminarios del mundo escribiendo para definir e informar este campo emergente. El Manual se basa ampliamente en la investigación contemporánea en las ciencias del aprendizaje, examina cómo la tecnología afecta a los estudiantes y los entornos de aprendizaje, y el papel del contexto social en el aprendizaje. Desde un punto de referencia de la Revista de Educación de Ingeniería (2005), en la que académicos abogaron por una agenda teórica y empírica más sólida, la educación de ingeniería ha surgido rápidamente como un campo impulsado por la investigación que aumenta tanto en el trabajo teórico como empírico basándose en muchos disciplinas científicas, conocimiento de ingeniería disciplinaria e informática. El Manual se basa en la agenda de investigación de una serie de coloquios interdisciplinarios financiados por la Fundación Nacional de Ciencias de EE. UU. Y publicados en el Journal of Engineering Education en octubre de 2006.