New Perspectives in Science Education

Edition 13

Accepted Abstracts

Education for Science in Engineering and Business

Ladislav Burita, University of Defence and Tomas Bata University (Czech Republic)


The author is interested in information systems (IS) and knowledge management systems (KMS) for engineering and business uses in research and education. The author’s experience in teaching how information and communication technology is summarized in education rules for business-oriented students comes from approaches verified over the long term in teaching science for future engineers and business people.

During the education process, the students' knowledge must be permanently deepened by merging theory and practice using repetitive curriculum in exercises and practical tasks. Students must be the subject of the ongoing validation of acquired knowledge. The student’s motivation must be constantly maintained by the teacher. An example is the course “Information Management” at the TBU/FaME. Its lessons include the topic of information management geared to the creation of IS and other topics related to IS issues. The core of the course is IS development as its own theme, which is the best motivational aspect.

Students' work must be independent and minimally influenced by the teacher. The teacher supports the development of students’ creative abilities by setting fuzzy tasks (with no detailed explanation) so students have to look for original approaches and innovative solutions. In addition to educational themes, the teacher should contribute to students’ soft skills: teamwork, managerial approaches, and project management. An example is the course “Information Analysis” for students at the UoD/FMT. The course’s lessons included the topic of information processing using professional software (SW) for text mining. Students’ independent work included the selection of their own theme for information analysis, the collection of information sources, the design of the strategy, information processing, and information analysis. The work of students was organized in teams.

The transfer of research results in the teaching of students. To do this, the appropriate research topics must first be chosen, and if possible, students must be engaged with research projects. The validated results of research convert immediately into teaching. The departmental research activity in KMS resulted in systems that are in practical use. An example is the CEFME (Central European Forum for Military Education) portal for cooperation in the military university community.


[1] Burita, L. "Approach to Teaching of Information Systems", Proceedings of the conference Information and Communication Technology in Education, Ostrava, University of Ostrava, 2012, 23-29
[2] "Educational Activities: Curricula Recommendations", Association for Computer Machinery, 2011. Available from: <>;
[3] Grynszpan, D., Araujo-Jorge, TC. "Education for Science and Science for Education: more than a Play upon Words". Memorias do Instituto Oswaldo Cruz, Rio de Janeiro, Fundaco Oswaldo Cruz, 2000, vol. 95, 49-52
[4] Liu, HY., Wu, F. "Practice of Engineering Ethics Education for Science and Engineering College Students". In: Proceedings 2nd International Conference on Education and Social Development (ICESD). Lancaster, USA: Destech Publications, 2015, 225-229.


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