EDLE: an integrated tool to foster entrepreneurial skills development in engineering education

Aranha, Elzo Alves; Santos, Paulo Henrique dos; Garcia, Neuza Abbud Prado

doi:10.1007/s11423-018-9624-8

Cited by 18 publications

(18 citation statements)

References 35 publications

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“…Metacognition leads to the development of self-concept, meta-learning, as well as an ability to make rational decisions and solve complex, real-world problems open to multiple perspectives. Through self-concept, which includes self-knowledge, self-awareness and self-directed inquiry, learners can regulate their own thoughts and feelings, and this knowledge renders them highly adaptive to varied complex tasks and working across numerous disciplines (Aranha, dos Santos, & Garcia, 2018). By now, learners' meta-learning is well developed, which is the ability to plan, execute, monitor, evaluate and manage their own learning.…”

Section: (D) Higher-order Thinking Activitiesmentioning

confidence: 99%

Authentic Learning: A Concept Analysis

Ndawo¹

2021

GJHS

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Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in and addressing real life problems that demand the use of higher order thinking skills (HOTS), real world resources and tools while thinking and acting like experts. However, AL is a concept that is ambiguous and abstract therefore challenges nurse educators in fully engaging learners in such problems thus limiting their development of HOTS. The purpose of this article was to describe the concept analysis process that was followed to clarify AL, provide conceptual meaning in nursing education, and formulate a theoretical definition using Walker and Avant’s eight-step method. Definitions, nature, characteristics and uses of AL were sought and the researchers explored 160 publications which included dictionaries, encyclopaedias, thesauri, conference papers, research reports, journal articles and subject-related literature across multiple disciplines to critically analyse AL. A 17-year period from 1988 to 2015 was used to search several databases. The defining attributes which included antecedents, the process and consequences of AL emerged. The consequence of AL in nursing education is a competent, critical, autonomous, independent, lifelong graduate desirable for the 21st-century global healthcare system. A theoretical definition of AL was also formulated. The study findings indicated that nurse educators can be assisted to design AL tasks that expose learners to AL thus implications were stated and recommendations were made.

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Section: (D) Higher-order Thinking Activitiesmentioning

confidence: 99%

Authentic Learning: A Concept Analysis

Ndawo¹

2021

GJHS

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“…These sorts of skills are often referred to as having an entrepreneurial spirit or mindset. Entrepreneurship to the engineer is more likely to involve solving a social problem in which no financial profit is achievable, obtaining management skills or being able to interact well with a wide range of people (different cultures, education and background) as opposed to new venture creation (Arora and Faraone 2003;Aranha et al 2018). In fact, new venture creation could be seen as an unattractive distraction as venturecreation requires a set of skills that is unrelated to the engineer's daily activities and training.…”

Section: The Philosophical Challengementioning

confidence: 99%

Research on science and technological entrepreneurship education: What needs to happen next?

Linton

Wei²

2020

J Technol Transf

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This paper discusses the challenges of technological entrepreneurship education in the current education system and the questions that need to be answered to improve the efficacy and efficiency of technological entrepreneurship education. The nature of technological entrepreneurship requires a diversified set of skills for success; however, the traditional education system focuses on single discipline. Consequently, it is difficult for either engineers and scientists who are lacking managerial skills or management students who are lacking of engineer or science oriented knowledge to be successful. A further concern is that different communities have entirely different perceptions of how entrepreneurship is defined often causing both confusion and disagreement in communications between researchers and educators with each other. The paper considers the existing literature and develops a series of comprehensive questions that still need to be addressed. By answering these questions, the traditional education methods can be transformed to be more appropriate and useful for technological entrepreneurship education.

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“…O modelo conceitual da aprendizagem dinâmica empreendedora EDLE, visando fomentar o desenvolvimento de competências do estudante de engenharia, está apoiado em quatro pilares: educação empreendedora, aprendizagem ativa, design thinking e taxomonia de Bloom (ARANHA et. al., 2018).…”

Section: A Noção De Educação Empreendedoraunclassified

“…Por outro lado, muitos docentes estão buscando pela renovação de suas práxis nas salas de aulas dos cursos de graduação em engenharia (ARANHA, SANTOS e GARCIA, 2018;SUCALA, CARROL e CORY, 2019;TORGEI e LISE, 2020). Uma das iniciativas refere-se a adoção de metodologia para tornarem suas aulas mais dinâmicas, por exemplo, fazendo uso de ferramentas integradas (design thinking, aprendizagem ativa, taxonomia de Bloom, aprendizagem baseada em valor, etc) convenientemente selecionadas e aplicadas (ARANHA, SANTOS e GARCIA, 2018).…”

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“…A ferramenta EDLE-Entrepreneurial Dynamic Learning (aprendizagem dinâmica empreendedora) está ancorada e conecta a educação empreendedora, aprendizagem ativa, design thinking e taxonomia de Bloom, fomentando o desenvolvimento de competências e habilidades empreendedoras dos estudantes de engenharia (ARANHA et al, 2018). No entanto, os resultados obtidos da pesquisa com a ferramenta EDLE utilizada aos longo de vários anos, estão restritos a uma universidade, conforme destaca Aranha et al (2018). Logo, torna-se necessário ampliar a utilização dessa ferramenta nos cursos de graduação de engenharia nas diversas instituições educacionais brasileiras, visando analisar o que é capaz de contribuir para desenvolvimento de competências empreendedoras nesses estudantes.…”

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Desenvolvimento De Habilidades Empreendedoras Pelo Uso Da Ferramenta Edle Em Diferentes Instituições E Períodos De Cursos De Engenharias Do Brasil

Silva¹,

Aranha²

2020

Proceedings of the XLVIII Brasilian Congress of Engineering Education

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Resumo: A nova revolução industrial estabelece aos engenheiros a necessidade de novas competências, implicando na urgência de inovações e evoluções no ensino de engenharia. Neste contexto, a educação empreendedora possibilita desenvolvimento de habilidades típicas dos empreendedores, como liderança, visão, energia, "networking" e "weltanschauung". Em atenção a essas demandas, as mais recentes Diretrizes Curriculares Nacionais (DCN) para engenharias apontam, reiteradamente, para necessidades de um engenheiro com competências e habilidades empreendedoras. Constata-se a ausência de análises acadêmicas sobre o uso da ferramenta EDLE (Entrepreneurial Dynamic Learning) no desenvolvimento de competências empreendedoras dos estudantes, expndo uma lacuna na literatura acadêmica na educação da engenharia. O objetivo da pesquisa é analisar as contribuições da ferramenta EDLE, em instituições educacionais brasileiras, para o desenvolvimento de competências empreendedoras dos estudantes de engenharia. A ferramenta utiliza princípios da educação empreendedora, aprendizagem ativa, design thinking e taxonomia de Bloom. A coleta de dados contou com a participação de 7 professores de diferentes instituições de ensino, envolvendo 257 alunos, do 1 ao 8 período, de 13 diferentes cursos de engenharias, além dos cursos de Arquitetura e Química. Os resultados da pesquisa preenchem a lacuna exposta e produzem implicações práticas para coordenadores e professores dos cursos de graduação em engenharia.

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EDLE: an integrated tool to foster entrepreneurial skills development in engineering education

Cited by 18 publications

References 35 publications

Authentic Learning: A Concept Analysis

Authentic Learning: A Concept Analysis

Research on science and technological entrepreneurship education: What needs to happen next?

Desenvolvimento De Habilidades Empreendedoras Pelo Uso Da Ferramenta Edle Em Diferentes Instituições E Períodos De Cursos De Engenharias Do Brasil

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