scholarly journals ARGUMENTATION IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Adriano J. Garcia ◽  
Tarso B. Mazzotti
Keyword(s):  
Critical Thinking ◽  
Engineering Education ◽  
Professional Practice ◽  
Learning Processes ◽  
Educational Process ◽  
Professional Competencies ◽  
Instructional Approach ◽  
Teaching Learning

Many engineering courses are disproportionately focused on the rigorous reasoning inherent in math, while professional practice requires further skills and competencies. Improving the effectiveness of teaching-learning processes in engineering requires a change in the instructional approach, a switch from exposition to argumentation. Research about the application of argumentation in the instruction of mathematics, science and related disciplines indicates that the articulation of reasons and theories through argumentative interventions stimulates the development of the reasoning agility that is required to justify, explain, respond and eliminate contradictions. By connecting these results to engineering education weconclude that an educational process based in argumentation potentially provides the opportunity for students to build much needed professional competencies because it enables critical thinking, empowers decisionmaking among multiple possible solutions, and provides opportunities of presenting plausible justifications for chosen solutions.

scholarly journals Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students

2020 ◽  
Vol 12 (7) ◽  
pp. 2668 ◽  
Author(s):  
Diego Galán-Casado ◽  
Alvaro Moraleda ◽  
María Luisa Martínez-Martí ◽  
Miguel Ángel Pérez-Nieto
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
University Students ◽  
Repeated Measures ◽  
Social Transformation ◽  
Ad Hoc ◽  
Learning Processes ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teaching Learning

Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

scholarly journals Conceptions of Critical Thinking from University EFL Teachers

2017 ◽  
Vol 10 (7) ◽  
pp. 78 ◽  
Author(s):  
Matias A. Marin ◽  
Luisa De la Pava
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Foreign Language ◽  
Cognitive Skills ◽  
Communicative Competence ◽  
Reflective Learning ◽  
Educational Process ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Source Of Information

Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL. Therefore, this study aimed to comprehend the conceptions university English teachers had about Critical Thinking in order to get a wider understanding on the way it has been conceived in EFL in relation to its concept, traits, promotion and assessment. Content Analysis, as a qualitative process of analysis and source of information, interpretations and conclusions, was the method adopted. The software Atlas.ti was the tool implemented to analyze the information. The results revealed that there is some agreement on the conception of Critical Thinking as a set of cognitive skills for problem-solving and reflective learning. Nevertheless, EFL teachers brought about their deficiency in understanding on what Critical Thinking entails. Thus, they emphasized the need of training on topics such as teaching, learning, didactics, methodology, strategies and resources to foster Critical Thinking in EFL. Based on teachers’ participation in this study and the literature consulted, it was concluded that Critical Thinking in EFL is compound of communicative competence, creativity, argumentation, problem-solving, decision-making, autonomous learning, metacognition and emotions.

scholarly journals Technology for Training Creative Graduates in Engineering Bachelor’s Programs

2019 ◽  
Vol 28 (7) ◽  
pp. 85-93 ◽  
Author(s):  
A. P. Isaev ◽  
L. V. Plotnikov
Keyword(s):  
Empirical Study ◽  
Engineering Education ◽  
Problem Based Learning ◽  
New Product ◽  
Learning Technologies ◽  
Educational Process ◽  
Innovative Activity ◽  
Professional Competencies ◽  
Teaching Technology ◽  
Study Process

This article is devoted to technologies of engineering education that produce the most in-demand professional qualities of graduates from Bachelor’s programs. A review of studies about introducing innovations to improve the educational process in practice-oriented Bachelor’s studies is carried out. The advantages and limitations of project-based and problem-based learning technologies are defined. The work presents the experience of developing and applying a unique teaching technology based on the integration of problemand project-based training approaches, designed to enhance the creativity of the study process in engineering Bachelor’s programs. It is described with a focus on the mechanisms for the integrated use of the advantages of methods of problemand project-based training in the formation of the professional competencies required for an engineer’s innovative activity in the development of a new product project. The data from an empirical study have been considered; they allow us to substantiate the conclusion that the integration of projectand problem-based learning in the form of a holistic technology is effective for developing students’ creative capacities. 

scholarly journals The Quest for Critical Thinking Framework in ELT

2018 ◽  
Vol 18 (2) ◽  
pp. 304
Author(s):  
Hamzah Puadi Ilyas
Keyword(s):  
Critical Thinking ◽  
Cultural Background ◽  
Learning Processes ◽  
Western Countries ◽  
Muslim Countries ◽  
School Subjects ◽  
Teaching Learning ◽  
Educational Agenda

Even though some authors argue that critical thinking (CT) is almost impossible to be taught to students in non-Western countries since Western and non-Western countries have different cultural background, several studies on CT conducted in Asia, Africa and predominantly Muslim countries have showed that it can be taught to non-Western students. CT has actually been fashionable in non-Western countries, and several non-Western countries have nowadays included it in their educational agenda. In spite of CT’s gaining popularity in non-Western countries, there is very little information as regards what kind of CT which is adopted in those non-Western countries’ education and what CT framework which can work in their teaching-learning processes, especially in the field of ELT. This article attempts to propose a critical thinking framework that can be used in ELT as well as other school subjects. The framework is the result of critically analyzing, examining and synthesizing 20 critical thinking taxonomies, strategies, programs and tests.

scholarly journals Educação permanente em saúde: uma prática possível

2018 ◽  
Vol 12 (5) ◽  
pp. 1469
Author(s):  
Lizziane D' Ávila Pereira ◽  
Kênia Lara Silva ◽  
Maria de Fátima Lobato Benedito Andrade ◽  
Andréa Lorena Ferreira Cardoso
Keyword(s):  
Professional Practice ◽  
Emergency Service ◽  
Labor Relations ◽  
Public Health Education ◽  
Learning Processes ◽  
Quality Of Services ◽  
Teaching Learning ◽  
Collective Construction ◽  
Emergency Service Hospital

RESUMOObjetivo: relatar a vivência do ciclo de encontros realizado com trabalhadores que atuam no Pronto-Socorro. Método: estudo descritivo, do tipo relato de experiência, sobre a primeira etapa prática da reestruturação da Política de Educação Permanente da instituição com os objetivos principais de promover experimentações de Educação Permanente e construir, coletivamente, estratégias que maximizem os processos de ensino-aprendizagem. Resultados: a trajetória percorrida com os trabalhadores foi composta por sete encontros que abordaram desde a reflexão sobre os saberes e fazeres no cotidiano à construção coletiva de estratégias que poderão ser implementadas na prática profissional. Conclusão: os encontros constituíram espaços participativos e de experimentação evidenciando que a realidade diária tem uma enorme potencialidade de gerar mudanças e melhorias nos processos de aprendizagem e relações de trabalho. Almeja-se tornar visíveis os acontecimentos da práxis reconhecendo a potencialidade do cotidiano como um espaço rico de possibilidades para se produzir aprendizado e transformações importantes para a qualidade dos serviços. Descritores: Educação Permanente; Serviço Hospitalar de Emergência; Saúde Pública; Educação; Hospital; Emergências. ABSTRACT Objective: to report the experience of the cycle of encounters with workers who work in the emergency room. Method: a descriptive, experience-based study on the first practical step in the restructuring of the Institution's Permanent Education Policy, with the main objectives of promoting Permanent Education experiments and collectively constructing strategies that maximize teaching-learning processes. Results: the trajectory traversed with the workers was composed of seven meetings that addressed, from the reflection on the knowledge and practices in the dailylife, to the collective construction of strategies that can be implemented in professional practice. Conclusion: the meetings constituted participatory spaces and experimentation evidencing that the daily reality has an enormous potential to generate changes and improvements in the learning processes and labor relations. It is hoped to make the events of the praxis visible, recognizing the potential of everyday life as a space that is rich in possibilities to produce learning and transformations important to the quality of services. Descritores: Education, Continuing; Emergency Service, Hospital; Public Health; Education; Hospitals; Emergencies. RESUMEN Objetivo: relatar la vivencia del ciclo de encuentros realizado con trabajadores que actúan en el puesto de primeros auxilios. Método: estudio descriptivo, del tipo relato de experiencia, sobre la primera etapa práctica de la reestructuración de la Política de Educación Permanente de la institución, com los objetivos principales de promover experimentaciones de Educación Permanente y construir, colectivamente estrategias que maximicen los procesos de enseñanza-aprendizaje. Resultados: la trayectoria recorrida con los trabajadores fue compuesta por siete encuentros, que abordaron desde la reflexión sobre los saberes y los haceres en el cotidiano a la construcción colectiva de estrategias que podrán ser implementadas en la práctica profesional. Conclusión: los encuentros constituyeron espacios participativos y de experimentación, evidenciando que la realidad diaria tiene una enorme potencialidad de generar cambios y mejoras en los procesos de aprendizaje y relaciones de trabajo. Se anhela hacer visibles los acontecimientos de la praxis, reconociendo la potencialidad del cotidiano como un espacio rico de posibilidades para producirse aprendizaje y transformaciones importantes para la calidad de los servicios. Descritores: Educación Continua; Servicio de Urgencia en Hospital; Salud Pública; Educación; Hospitales; Urgencias Médicas. 

scholarly journals Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

2020 ◽  
Author(s):  
N P Subheesh ◽  
Satya Sundar Sethy
Keyword(s):  
Teacher Training ◽  
Engineering Education ◽  
Student Performance ◽  
Critical Review ◽  
Learning Processes ◽  
Faculty Members ◽  
Assessment Practices ◽  
Qualitative Feedback ◽  
Different Types ◽  
Teaching Learning

‘Assessment’ and ‘feedback’ are inherently embedded in a course curriculum of engineering education settings. These components are indispensable for the teaching-learning processes. It is observed that engineering faculty members do not require any ‘teacher-training’ to join the engineering institutions across the globe. Hence, they may not have adequate experience in assessing students’ performances and providing feedback to students. Only a few research studies have been carried out on assessment and feedback from the engineering education context. Therefore, this paper attempts to critically analyse the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings. Further, it examines the significance of qualitative feedback in assessment and the principles of good feedback practice. It highlights the implications of assessing student performance and providing feedback from the engineering education perspective. Finally, the paper offers some recommendations on assessment and feedback practices in the engineering education settings.

scholarly journals Engineering Education: Problems of Modernization in the Context of a Competence Approach

2020 ◽  
Vol 10 (6) ◽  
pp. 7
Author(s):  
Negmatzhan Almetov ◽  
Ainur Zhorabekova ◽  
Ibragim Sagdullayev ◽  
Zhanar Abilhairova ◽  
Kholidin Tulenova
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Educational Process ◽  
Professional Competencies ◽  
State University ◽  
Academic Planning ◽  
The Future ◽  
Study Programs ◽  
Scientific Technical ◽  
Competency Based

The complex issues of engineering education in a modern university are highlighted in this study from the perspective of the implementation of a competence-based approach. It is worth noting that the development of future basic professional competencies for engineers within a university context requires updating the content of higher education in transition areas with emphasis on results. There is also an opinion that today many characteristics of engineering education need to be improved. However, education in engineering, despite many developments, still falls short of the level of economic, scientific, technical, social, and cultural targets that are required for it to be effective. A defined set of problems for training future engineers in the context of the competency approach are therefore identified here: fundamentalization of the content of engineering education and improving its intellectualization; the formation and development of student engineering creativity; the development of ecological thinking; a humanization of the content of engineering education, and; professional skills and personal self-development for future engineers. These related problems require innovative approaches and solutions to the development of the content and organization of educational process in the preparation of the future engineers at university. The aim of the study is to determine the basic professional competencies of the future engineer and, on this basis, to identify and characterize the fundamental directions and ways of modernizing the content of engineering and technical education in higher education. The research is based on a survey of students and teachers of engineering specialties of M. Auezov South Kazakhstan State University, analysis of study programs and academic planning documentation of universities, theoretical analysis of references on the issues of engineering education, pedagogical modeling of the content of engineering education based on a competency-based approach.

scholarly journals Personalization of Moodle with the integration of most used web technologies in higher education

2019 ◽  
Vol 16 (1) ◽  
pp. 48-63 ◽  
Author(s):  
Claudia Rodríguez Rodríguez ◽  
Roberto Vicente Rodríguez ◽  
Gisselle Cortés Moure ◽  
Claudia León Pérez
Keyword(s):  
Learning Processes ◽  
Educational Process ◽  
Ease Of Use ◽  
Educational Approach ◽  
Technological Environment ◽  
Personal Learning ◽  
Web Technologies ◽  
Personal Learning Environment ◽  
Teaching Learning ◽  
The Web

The purpose of the research was to integrate Moodle with the tools of the web 2.0 most used in the teaching learning processes jointly. Anki, Cmap, Etherpad, Facebook, Google Scholar, Kahoot, Skype, Simple Solver, Twitter, Wolfram Alpha, Wordsift and YouTube were selected for their educational approach, interdisciplinary and ease of use. It was analyzed the kinds of extensions that can be developed for Moodle and its functionalities and it was determined that the block extension is the appropriate one to integrate Moodle with several technologies at the same time. The block was implemented in the PHP programming language. The plugin “Web Technologies” creates a technological environment focused on the student and guided by the teacher. It incorporates all the tools, contents and people involved in the digital part of the educational process. It also converts Moodle into a Personal learning environment.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

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