Introducing an instructional model in undergraduate electric power energy systems curriculum-part (I): Authoritative vs. Dialogic discourse in problem-centered learning

A Four-Practice instructional model for a new undergraduate electric energy systems curriculum is described and discussed. This study applies design-based research methods to advance the three goals of design, research, and pedagogical practices simultaneously. It focuses on pedagogical design considerations. In-class practice of the model provides several accounts of pedagogical strategies. The study shows that the Four-Practice Model has redefined the role of instructors in the new curriculum and facilitated classroom discourse. It shows that the model has empowered instructors to turn classroom interactions and communications into effective pedagogical tools in problem-centered learning.