Critical Thinking In Engineering And Technology Education: A Review

Cooney, Elaine; Alfrey, Karen D.; Owens, Steve

doi:10.18260/1-2--3684

Cited by 15 publications

(20 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Studies have also demonstrated strong links between assessment practices and critical thinking. The format of examinations appears to play an important role in cognitive development, with open-ended examinations being widely assumed to be superior to other assessment formats (Cooney et al, 2008;Entwistle and Entwistle, 1999). Much like the literature on active and collaborative learning, however, studies in this domain suggest that simply selecting an appropriate assessment format is not sufficient to ensure the development of critical thinking.…”

Section: Assessment and Feedbackmentioning

confidence: 99%

Exploring processes of teaching and learning in African university contexts

Pon

Schendel

2020

IJAHE

View full text Add to dashboard Cite

This review examines recent literature about processes of teaching and learning in African higher education, focusing specifically on studies of teaching ‘for critical thinking’ in Kenya, Ghana, and Botswana. The review findings suggest that practices supporting critical thinking in African universities share a number of similarities to those highlighted in the literature published elsewhere in the world. For example, reviewed studies highlight the importance of curricular alignment, academic development, and varied assessment formats, while also acknowledging important limitations related to infrastructure, workload, and faculty and student attitudes. However, the review also exposes a crucial theoretical gap in the existing literature: the continued reliance on theories of teaching and learning that were initially developed based on studies of Western university contexts. As both teaching and learning are cultural processes, this limitation may be preventing this emerging body of literature from fully supporting universities to develop new ways of teaching that may best benefit their student populations.

show abstract

Section: Assessment and Feedbackmentioning

confidence: 99%

Exploring processes of teaching and learning in African university contexts

Pon

Schendel

2020

IJAHE

View full text Add to dashboard Cite

show abstract

“…Incorporating critical thinking assessment in engineering education is difficult. Many have studied ways to incorporate it in the engineering curriculum [2][3][4][5][6][7][8][9] . Freeman 4 points out that critical thinking is not possible without creative thinking because the students need to get away from the one correct answer mentality.…”

Section: Figure 2 Total Points On Evaluation Of 2 Discussion Questions On the Distillation Report Before And After Intervention (6 Pointsmentioning

confidence: 99%

Work in Progress: Improving Critical Thinking and Technical Understanding as Measured in Technical Writing by Means of I-depth Oral Discussion in a Large Laboratory Class

Hillsley

Zhang

2019 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…Engineering faculty have focused on developing critical thinking based on problem solving, especially since the adoption of the ABET 2000 criteria [13][14][15] . As mentioned previously, Cooney et al 7 identified problem solving as a second major component in developing critical Page 15.1022.5…”

Section: Critical Thinkingmentioning

confidence: 91%

Refining A Critical Thinking Rubric For Engineering

Ralston

Bays

2010 Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

She holds a joint appointment in Engineering Fundamentals and in Chemical Engineering. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved, with other Speed faculty, in educational research on effective use of Tablet PCs in engineering education and the incorporation of critical thinking in engineering education. Her fields of expertise include process modeling, simulation, and process control. Cathy Bays, University of LouisvilleDr. Cathy L. Bays is the assessment specialist for the university's regional reaccreditation Quality Enhancement Plan. In this role she provides leadership across the 8 undergraduate units by demonstrating a broad knowledge of assessment, facilitating unit-specific assessment projects and outcomes, providing faculty development on assessment topics, and supporting the scholarship of assessment. For 15 years she was a faculty member in the School of Nursing at the University of Louisville, serving as Director of the Undergraduate Nursing Program for 5 of those years.

show abstract

Critical Thinking In Engineering And Technology Education: A Review

Cited by 15 publications

References 11 publications

Exploring processes of teaching and learning in African university contexts

Exploring processes of teaching and learning in African university contexts

Work in Progress: Improving Critical Thinking and Technical Understanding as Measured in Technical Writing by Means of I-depth Oral Discussion in a Large Laboratory Class

Refining A Critical Thinking Rubric For Engineering

Contact Info

Product

Resources

About