Integrating creativity training into Problem and Project-Based Learning curriculum in engineering education

Zhou, Chunfang

doi:10.1080/03043797.2012.714357

Cited by 78 publications

(62 citation statements)

References 12 publications

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“…In addition, Q. Wang, Woo, and Zhao (2009); C. Zhou (2012);and Kerka (1992) agreed that CTS is needed to be in cooperated into TVET training because, in this new knowledge era, the industries contains more complicated and sophisticated high-tech equipment and computerized systems, which create more complex problems that are more reliant on cognitive capabilities to solve. Therefore, it becomes crucial for career and technology educators to be more pragmatic, resourceful, creative, and flexible in their curriculum and delivery approaches if they are to provide students with the critical thinking and problem-solving skills they require in order to compete successfully for jobs in both the national and international work arenas (D. F. Brown, 2006).…”

Section: The Need To Build Critical Thinking Skills Among Technical Cmentioning

confidence: 99%

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Prospects of Problem-Based Learning in Building Critical Thinking Skills among Technical College Students in Nigeria

Sada¹,

Mohd²,

Adnan³

et al. 2016

MJSS

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Critical-thinking skills (CTS) understanding, and measuring skills rather than rote learning. Educators unanimously agree that, CTS can be taught using different teaching methods including concept mapping, critical questioning workshops, and systematic literature reviews and to problem based learning (PBL). PBL is a student-centered, task-based instructional method in which the teacher serves as a facilitator. The paper adapted a library based work; the data were collected using textbooks, journals articles and internet search. The literatures reveal that; PBL is the best approach to build CTS, integrating it into all areas of learnings and to the

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Section: The Need To Build Critical Thinking Skills Among Technical Cmentioning

confidence: 99%

“…Furthermore, most of the studies on CT were conducted in the field of mathematics (Bahar, 2013;Chiu, 2009;Leikin, 2009). The studies that investigated the correlation between PBL and CT across disciplines and populations were insufficient (Tan, Chye, & Teo, 2009;C. Zhou, 2012).…”

Section: Problem-based Learning and The Building Of Critical Thinkingmentioning

confidence: 99%

Prospects of Problem-Based Learning in Building Critical Thinking Skills among Technical College Students in Nigeria

Sada¹,

Mohd²,

Adnan³

et al. 2016

MJSS

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“…They must design useful items such as alarm clocks and vehicles based on critical requirements, material limitations, cost limitations and many unknowns. Most courses focus on teaching fundamental mathematical concepts and problem solving as a means to teach both engineering as well as critical thinking in problem solving (Zhou, 2012;Badran, 2007).…”

Section: State Of Critical Thinkingmentioning

confidence: 99%

An Investigation of the State of Creativity and Critical Thinking in Engineering Undergraduates

Sola¹,

Hoekstra²,

Fiore³

et al. 2017

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The goal of an undergraduate engineering education is to provide students with the necessary knowledge and skills needed to solve real world problems. Creativity and critical thinking are two abilities essential for success in the workplace, and are highly sought after by employers. However, there is evidence of decreasing creativity and critical thinking in senior engineering students. This study sought to understand if freshman engineering students are measurably more creative, but less capable of critical thinking, than senior undergraduate engineering students. Creativity and critical thinking were measured using the Test for Creative Thinking-Drawing Production (TCT-DP) and the Watson-Glaser Critical Thinking Appraisal (WGCTA), respectively. The data suggest that freshman engineering students were significantly more creative than senior engineering students. However, senior engineering students were found to be no better at critical thinking than their freshman counterparts. When compared to normative data, the senior engineering students underperformed significantly compared to the general population of senior college students. With study limitations in mind, these findings may suggest that senior engineering students are not only less creative, but also less capable of critical thinking, than when they started their engineering program. If this is indeed the appropriate conclusion, then there is a need to understand the underlying issues driving the decline of creativity and critical thinking in engineering undergraduate students.

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“…After they have acquired sufficient knowledge in these areas we can then introduce creating and creativity. Discussion about different levels of creativity in the learning process is given in the paper referenced at footnote [24]. During the learning process students wish to achieve measureable results faster.…”

Section: Paper Assignments and Grading In Engineering Graphics Coursesmentioning

confidence: 99%

Assignments and Grading in Engineering Graphics Courses

Kukk¹,

Heikkinen²

2015

Int. J. Eng. Ped.

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Abstract-An assignment analysis was carried out according to Bloom's taxonomy for basic and advanced Engineering Graphics courses. Assignments for the first basic course cover the first three levels of Bloom's taxonomy: remembering, understanding and applying, with some elements of creativity. Assignments for the advanced course cover the upper three levels of Bloom's taxonomy: analysing, evaluating and creating. To stimulate student interest in purposeful learning it is essential to strike a balance between student engagement and the courses' learning outcomes as determined by the curriculum. To achieve these goals the following course structure possibilities were analysed: creative elements in assignments; continuous and formative assessment with two-phase feedback; premium grading points; and external motivators. Dependence of the final grade on the prior subject matter knowledge of students was also analysed.

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Integrating creativity training into Problem and Project-Based Learning curriculum in engineering education

Cited by 78 publications

References 12 publications

Prospects of Problem-Based Learning in Building Critical Thinking Skills among Technical College Students in Nigeria

Prospects of Problem-Based Learning in Building Critical Thinking Skills among Technical College Students in Nigeria

An Investigation of the State of Creativity and Critical Thinking in Engineering Undergraduates

Assignments and Grading in Engineering Graphics Courses

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