scholarly journals Exploring Students' Critical Thinking Skills Using the Engineering Design Process in a Physics Classroom

2021 ◽  
Author(s):  
Pramudya Dwi Aristya Putra ◽  
Nurul Fitriyah Sulaeman ◽  
Supeno ◽  
Sri Wahyuni
Keyword(s):  
Critical Thinking ◽  
Engineering Design ◽  
Design Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Engineering Design Process

An Integrated Engineering Agriculture STEM Program

2020 ◽  
Author(s):  
Mohamed Gharib ◽  
Tala Katbeh ◽  
G. Benjamin Cieslinski ◽  
Brady Creel
Keyword(s):  
Developing Countries ◽  
Critical Thinking ◽  
Engineering Design ◽  
Design Process ◽  
Project Based Learning ◽  
Instructional Materials ◽  
Stem Fields ◽  
Problem Solving Skills ◽  
Engineering Design Process ◽  
Hands On

Abstract Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise in agriculture, environmental science, life sciences and sustainability to support the agriculture industry, which is working to secure independent sources of food for their population. New interventions must be devised to stimulate broader interest in STEM fields while also increasing students’ academic readiness for advanced studies in those areas. To target the requirement of increasing people’s competencies in STEM fields, various programs have been created and designed to inspire and broaden students’ inquisitiveness toward STEM. This paper presents an integrated science-engineering program, called Qatar Invents, designed to support and enhance students’ learning of science concepts while also increasing students’ understanding of global challenges in food and water security. This goes with close connection to the desire to increase in the domestic production of agricultural resources in developing countries in recent years. Qatar Invents would engage students into learning and applying fundamental engineering skills onto relatable real-world issues: namely, in the design of hydroponics systems. Qatar Invents challenges students to develop critical thinking and problem solving skills in solving modern problems through the use of the engineering design process. With hands-on challenges, modeling, and communication training, students are motivated to tackle problems related to food security where they create hydroponics projects. Qatar Invents’ learning objectives included: teamwork, using proper toolbox skills, understanding what is engineering, the process of brainstorming, creating successful innovative designs, building prototypes, and developing presentation skills. Throughout this program, the participants were equipped with hands-on knowledge and critical thinking skills that helped them achieve their objectives. Utilizing the engineering design process, the students worked in small teams to brainstorm ideas and create inventions. The topics covered during the program included the importance of an engineering notebook and documentation, principals of engineering graphics, basics of agricultural science, foundations of hydroponics, the brainstorming practice, generating a decision matrix, proof of concept, and pitching ideas. At the end of the program, the students came up with novel solutions to serious problems wherein unique hydroponics projects were produced and presented to a panel of experts. This program attempts to build bridges between developing countries’ STEM education pipeline and the new demand of talent in the agriculture sector. All pertinent details including the preparation, instructional materials, prototyping materials, and case studies are presented in this paper.

Experiential Learning: A Course Design Process For Critical Thinking

2011 ◽  
Vol 4 (12) ◽  
pp. 1-12 ◽  
Author(s):  
Janet G. Hamilton ◽  
Joanne M. Klebba
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Design Process ◽  
Course Design ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Techniques ◽  
Course Format ◽  
Selection Of

This article describes a course design process to improve the effectiveness of using experiential learning techniques to foster critical thinking skills. The authors examine prior research to identify essential dimensions of experiential learning in relation to higher order thinking. These dimensions provide key insights for the selection of experiential techniques within a course. Using these dimensions, the authors propose a course design process to systematically develop an experiential course format that aligns with instructor-specified content and critical thinking objectives. This process is relevant to educators interested in developing critical thinking skills and may serve to promote more effective student learning.

scholarly journals Learning Activities of the of Students in Peer-Jury Practices in the Architecture Design Studio

2021 ◽  
Vol 7 (3) ◽  
pp. 795
Author(s):  
Rahman Tafahomi ◽  
Abdul Rahmat
Keyword(s):  
Critical Thinking ◽  
Design Process ◽  
Thinking Skills ◽  
Graphical Analysis ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Design Studio ◽  
Architecture Design ◽  
Analysis Techniques ◽  
Structured Communication

<p>The students learn through critical thinking and commenting on the design works of other students. This paper aims to demonstrate the students' learning process in a peer-jury activity through both mind engagement and practical activities in the architecture design studio. The methodology of the research was based on qualitative methods with the application of semi-structured observation, photography, sketching, and graphical analysis techniques. The findings of the analysis reveal that the students participated in the peer-jury activity with five attitudes including passive, reactive, active, interactive, and engaged. The peer-jury groups’ applied four approaches to comment on the peer presenters' design outputs, including the design process, task response, idea of the design, and design outputs. In conclusion, the students learn through peers effectively to enhance their skills and abilities in a structured communication. The students improve critical thinking skills through practice, personalization, and communication. </p>

Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process

2018 ◽  
Vol 41 (3) ◽  
pp. 149-158 ◽  
Author(s):  
Kate Shively ◽  
Krista M. Stith ◽  
Lisa DaVia Rubenstein
Keyword(s):  
Critical Thinking ◽  
Design Process ◽  
Student Development ◽  
Design Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Process Skills ◽  
Classroom Assessments ◽  
Problem Solvers

The field of gifted education has a rich history of proposing and implementing innovative pedagogical practices to develop students’ creative and critical thinking, yet less attention has been given to the assessment of these learning experiences. If creative and critical thinking are both inherently important in developing global problem solvers and further represent the goals of gifted curriculum, then classroom assessments must be designed to measure student development of these process skills. Many assessment rubrics emphasize the end product or superficially address process skills. This article provides sample rubrics to assess creative and critical thinking skills independently. Then, we consider anchoring larger projects’ assessment within the Design Thinking Model (DTM), which embeds creative and critical thinking skills into the design process. Teachers may tailor these rubrics to assist in measuring the essential, yet complex, cognitive processes, and clearly convey to students the characteristics and practices of a good thinker and designer.

scholarly journals PELATIHAN EDUTECH FOR CHILDREN UNTUK MENINGKATKAN KEMAMPUAN TEKNIS DAN MELATIH POLA PIKIR INOVATIF SISWA

2019 ◽  
Vol 3 (2) ◽  
pp. 187
Author(s):  
Deny Nusyirwan ◽  
Eko Prayetno ◽  
Henry Ali Singer ◽  
Sapta Nugraha ◽  
Anton Hekso Yunianto ◽  
...  
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Engineering Design ◽  
Design Process ◽  
Thinking Skills ◽  
Early Age ◽  
Interesting Phenomenon ◽  
Technical Ability ◽  
Engineering Design Process ◽  
Corporate Social

Pendidikan pada usia dini menjadi sebuah fenomena menarik pada saat ini di Indonesia,dapat dilihat dari menjamurnya taman pendidikan untuk anak yang belum  bisa masuk sekolah. Provinsi Kepulauan Riau (Kepri) yang lokasinya berbatasan langsung dengan Gerbang Internasional Singapura dan Malaysia secara tidak langsung diminta untuk mampu berkompetisi secara secara softskill dan hardskill. Untuk menghadapi kesempatan tersebut dan menciptakan generasi yang mampu bersaing secara global, jurusan Teknik Elektro Universitas Maritim Raja Ali Haji (UMRAH) melalui tridharma perguruan tinggi, bekerjasama dengan bagian Corporate Social Responsibility (CSR) Banyan Tree Hotel and Resorts Bintan, menghasilkan sebuah program bernama Edutech for Children (EfC). EfC adalah program untuk meningkatkan kemampuan siswa berpikir secara kritis dan analisis pada usia dini melalui pengenalan proses perancangan rekayasa dan pelatihan pola pikir insinyur untuk siswa di sekolah. Dimulai dari proses etnografi, brainstorming, menentukan permasalahan dan solusi utama dan merancang menggunakan perangkat lunak 3 dimensi Autodesk inventor. Sebuah inovasi yang merupakan luaran dari proses desain rekayasa adalah merupakan hasil dari proses rancangan yang berbasiskan kepada pengguna dengan menggunakan pendekatan etnografi, oleh sebab itu melalui pelatihan yang diberikan siswa akan diajak untuk mampu memahami bahwa sebuah inovasi tersebut membutuhkan integrasi kemampuan berpikir secara luas terhadap permasalahan yang ada di masyarakat. Dengan kegiatan ini didapatkan hasil memuaskan yang dibuktikan dengan meningkatnya kemampuan teknis dan munculnya pola pikir inovatif sehingga siswa mampu untuk menemukan dan merancang teknologi yang sesuai untuk kebutuhan setempat. Kata kunci: Berpikir, Kompetisi, Kemampuan, Siswa, Teknologi ABSTRACT Education at an early age is an interesting phenomenon at this time in Indonesia, can be seen from the mushrooming of educational parks for children who have not been able to go to school. Riau Islands Province (Riau Islands) whose location is directly adjacent to the International Gates of Singapore and Malaysia is indirectly requested to be able to compete in soft skills and hard skills. To face this opportunity and create a generation that is able to compete globally, the Department of Electrical Engineering, Raja Ali Haji Maritime University (UMRAH) through the three-tridharma of higher education, in collaboration with the Corporate Social Responsibility (CSR) section of the Banyan Tree Hotel and Resorts Bintan, produced a program called Edutech for Children (EfC). EfC is a program to improve students 'ability to think critically and analyze at an early age through the introduction of the engineering design process and training of engineers' mindsets for students in schools. Starting from the ethnographic process, brainstorming, determining the main problems and solutions and designing using Autodesk Inventor's 3-dimensional software. An innovation which is an outcome of the engineering design process is the result of a design process based on the user using an ethnographic approach, therefore through training provided students will be invited to be able to understand that an innovation requires the integration of broad thinking skills towards problems exist in the community. With this activity, satisfying results are evidenced by increasing technical ability and the emergence of innovative mindsets so that students are able to find and design technologies that are suitable for local needs. Keywords: Thinking, Competition, Performance, Student, Technology

The Affordances of 3D Mixed Reality in Cultivating Secondary Students' Non-Cognitive Skills Use and Development in the Engineering Design Process

2020 ◽  
pp. 171-194 ◽  
Author(s):  
Rebecca Hite ◽  
Andrew McIntosh
Keyword(s):  
Critical Thinking ◽  
Engineering Design ◽  
Secondary Students ◽  
Design Process ◽  
Cognitive Skills ◽  
Mixed Reality ◽  
3D Visualization ◽  
Engineering Design Process ◽  
Collaboration And Communication ◽  
Skills Use

Ascribed as skills of the 21st century or soft skills, non-cognitive skills include the ‘4Cs' of communication, collaboration, critical thinking, and creativity as well as persistence, resilience, and grit: requisite abilities for engineers of today and the future. This chapter presents a single illustrative experimental case study of 16 seventh grade students who designed boats using the engineering design process (EDP) and 3D mixed reality (a combination of virtual and augmented realities) to understand students' non-cognitive skill use and perceived growth. Qualitative data converged to suggest that critical thinking, creativity, and grit were the most salient skills used (observed) and developed (reported). Further, findings indicated that the MR technology (zSpace) was easy to use and helped students with enhanced 3D visualization (immersion) and control (interaction) of designs. Collaboration and communication were perceived as skills that had decreased and were less observed. This research provides insight to how MR elicits secondary students' non-cognitive abilities in STEM.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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