Evidence of cultural differences between American and Japanese mainstream science and engineering contexts from analysis of classroom discourse

Kunioshi, Nı́lson; Noguchi, Judy; Tojo, Kazuko

doi:10.1080/03043797.2018.1428531

Cited by 6 publications

(3 citation statements)

References 20 publications

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“…These differences may be due to cultural differences and how participants may be educated in different geographical regions. Studies have shown differences in learning styles based on cultural background and this may have explained why differences in the estimated completion times between geographical regions were observed. These findings also highlight that the importance of being efficient depends on your location and may be related to differences in approaches taken in the delivery of analytical science in different countries.…”

Section: Exploring the Impact Of Geographical Regions On Expected Tim...mentioning

confidence: 99%

Being Efficient: What Are Acceptable Timeframes for Completing Basic Laboratory Practical Procedures?

Patel

2023

J. Chem. Educ.

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Current laboratory-based practical classes are arranged so that all students can complete the required activities on time. With this system there is no incentive for students to optimize the time they spend in the laboratory or have awareness of whether they are conducting the activities in a timely manner. However, the acceptable timeframes for specific basic laboratory procedures within industry are not known. This survey-based study aimed to gain a perception of the employed analytical chemists on the importance of time in conducting practical procedures. The participants were also asked to indicate what duration of time would be acceptable to complete specific basic laboratory practical procedures within industry based on their experience. This was compared to the time that final year chemistry students took to complete basic laboratory practical procedures. Our findings highlighted that time is an important factor in the workplace and should be considered a key competency when preparing analytical chemists. Participants in higher education assumed more time was given in industry to conduct laboratory procedures than those who were working in industry. Students took considerably longer to complete the activities than were perceived to be timely within industry. Speed in conducting practical skills was considered especially important in the pharmaceutical industry. Overall, our findings highlight that working in a timely manner should be considered within an analytical chemistry curriculum and embedded within assessments. Students who aspire to work within industry should have awareness of the importance of generating acceptable data while working in a timely manner.

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Section: Exploring the Impact Of Geographical Regions On Expected Tim...mentioning

confidence: 99%

Being Efficient: What Are Acceptable Timeframes for Completing Basic Laboratory Practical Procedures?

Patel

2023

J. Chem. Educ.

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“…The authors of [ 20 ] propose a model for analyzing student traces in the cloud. Teaching styles in the field of natural and technical sciences were compared by analyzing the totality of lecture transcripts in English and Japanese at leading universities in the USA and Japan, respectively [ 21 ]. Science and engineering education in the Japanese educational context tends to reflect and reinforce a teacher-centered personalized knowledge-style transfer that characterizes the field style of the Japanese cultural context and can reinforce this style among students, while teaching in the American context seeks to match and strengthen learning styles characterized by impersonal, inductive thinking, typical of the mainstream American culture.…”

Section: Problem Status: E-learning and Distance Study Toolsmentioning

confidence: 99%

Online Learning as a Necessary Measure During a Pandemic and as an Opportunity to Increase the Engineering Education Efficiency

Makarova

Pashkevich

Buyvol

et al. 2021

Educating Engineers for Future Industrial Revolutions

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This research aim was to analyze problems, which educational systems are facing in the global upheaval era, statement of tasks, which must be solved, as well as search for solutions. The engineering education system has been improved in recent years through the use of new features, which are provided by e-learning software. Future engineers will require such skills as creative thinking, ability to make informed, effective decisions, as well as social responsibility and eco-thinking. The research was carried out on the tools used to organize online learning during the COVID-19 pandemic in several universities. It gave a possibility to compare the effectiveness of using different virtual environments to organize the training of different profiles’ engineers, as well as to analyze the educational content and its difference from that used in traditional classroom teaching. To make a correct assessment, evaluation criteria were identified, which can be formalized, and also motivational characteristics were classified, which can be influenced on the quality improvement. For a case study, different student’s groups were selected to compare them involvement in the process with traditional and online training forms as well as their performance. Additionally, was done an analysis how a training form impacts on their projects quality.

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“…Fruchter and Townsend (2003), for instance, designed an inclusive curriculum to accommodate the diversifying student body. Another trend is cross-cultural comparison studies of educational practices and values in either history or present days (Downey, et al, 2006;Zhou, et al, 2015;Kunioshi, et al, 2019). For instance, Downey and his colleagues (2006) discovered engineering education reformers in the U.S. focus on introducing design into engineering problem-solving, whereas European educators focus on preparing students for career mobility by restructuring degrees, expanding nontechnical contents and creating student-exchange programs.…”

Section: Research Of Culture Difference In Engineering Educationmentioning

confidence: 99%

Culturally Responsive Engineering Education: Creativity Through “Empowered to Change” in the U.S. and “Admonished to Preserve” in Japan

Misaki

Furue

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Enhancing creativity is an indispensable goal of many engineering courses. However, with flourishment of global collaboration in various engineering classrooms and best educational practices being replicated across cultures, there are not many curriculum interventions that originate from students' diverse cultural needs. When cultural differences are ignored, students may get culturally biased grades and face confusion and difficulties. For instance, the notion of "disruption" and "breakthrough" in product design innovation is culturally and locally shaped in the U.S. and might be considered undesirable in Japan. For example, Japanese students coming to a U.S. university for a co-final presentation with their U.S. student partners may get ill-evaluated due to lack of articulation on how their ideas break through the status quo. This is problematic given that student evaluation is less based on traditional exams of fundamental science knowledge, but rather increasingly subject to culturally-shaped experience.The paper is centered around the idea that engineers are motivated by the cultural values with which they identify. In the U.S., the motivation to promote change is widely held to underpin the generation of new ideas and value creation. In contrast, preservation is perceived as demanding but taken very seriously in Japan and change from this perspective can be seen as an unconstrained, irresponsible mission that requires less effort.The paper empirically examines the cultural dimensions of creativity in engineering education, specifically how engineering students' motivations for creative problem-solving are different in the U.S. than in Japan. A cross-cultural survey study was designed and run to test the hypothesis that Japanese (U.S.) engineers are more (less) motivated to create new ideas when they are asked to preserve rather than change something. We will share the encouraging preliminary results and discuss implications. Engineers across different cultures have the capacity of both -create to change, and create to preserve. But different cultures emphasize different values. If engineering educators (and managers at organizations) of a certain sociocultural context celebrate their cultural values and restrict others, either consciously or not, this would put people with different values at disadvantage. With the salient power dynamics between educators (managers) and students (junior employees), this means alienation, misjudgment and disconnection. The paper underlies the importance for educators to learn about the different cultural forces behind different engineering behaviors. The research contributes to the cross-cultural literature of engineering education.

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Evidence of cultural differences between American and Japanese mainstream science and engineering contexts from analysis of classroom discourse

Cited by 6 publications

References 20 publications

Being Efficient: What Are Acceptable Timeframes for Completing Basic Laboratory Practical Procedures?

Being Efficient: What Are Acceptable Timeframes for Completing Basic Laboratory Practical Procedures?

Online Learning as a Necessary Measure During a Pandemic and as an Opportunity to Increase the Engineering Education Efficiency

Culturally Responsive Engineering Education: Creativity Through “Empowered to Change” in the U.S. and “Admonished to Preserve” in Japan

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