http://www.iaeme.com/IJCIET/index.asp 343 editor@iaeme.com International Journal of Civil Engineering and Technology (IJCIET) Volume 8, Issue 10, October 2017, pp. 343–349, Article ID: IJCIET_08_10_035 Available online at http://http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=8&IType=10 ISSN Print: 0976-6308 and ISSN Online: 0976-6316 © IAEME Publication Scopus Indexed A PEDAGOGICAL APPROACH FOR ENGINEERING EDUCATION K. Rajathi, R.Vinoth Kumar and G.Tamilmani Department of Computer Science and Engineering, Veltech Dr.RR & Dr.SR University ABSTRACT The objective of this effort is to incorporate various technologies into teaching learning methods to improve the learning experience of students and also to fulfill the teaching experience of faculty. The purpose of this research is also to explore the effects of innovative teaching learning strategies based on the performance of student’s grade. The experiment was done on the teaching of two courses of Computer Science and Engineering, Data Structures and Computer Networks. This two courses are based on the active learning paradigm in which students are engaged and participated actively and misconception are identified in every classes. In traditional teaching methods students are passive and there are no measures to find the attainment of minor outcomes in every hours. To address these issues we proposed pedagogical approach, which consists of Book Ends on Class Session for introducing core concepts of Data Structures and Computer networks. This method allows to conduct activity during the content delivery time. Key words: Pedagogical Approach, Misconception, Data Structures, Active Learning. Cite this Article: K. Rajathi, R.Vinoth Kumar and G.Tamilmani, A Pedagogical Approach for Engineering Education, International Journal of Civil Engineering and Technology, 8(10), 2017, pp. 343–349. http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=8&IType=10 1. INTRODUCTION A huge amount of research has been done about how the students shall learn. Students learn enthusiastically when they perceive and do the activities by themselves, their learning is also accelerated more when they implement. The students are also benefited when they apply their knowledge and skills, in which they can test and debug their experiment, which is self- exploration [1][2]. Thus helps the students to remember the contents because they practically implementing it. Normally in the typical classroom environment the teachers are transmitters and students are receivers, whatever the teacher says it is transfer to the students in the form of knowledge[3][4]. In that only fraction of students will gain the knowledge and will try to think and implement, rest others will just engage the class. Fig.1. shows the Traditional Teaching Learning.