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Tytuł pozycji:

New Literacies for Engineering Students: Critical Reflective-Writing Practice

Tytuł :
New Literacies for Engineering Students: Critical Reflective-Writing Practice
Autorzy :
Badenhorst, Cecile M.; Moloney, Cecilia; Rosales, Janna
Źródło :
Canadian Journal for the Scholarship of Teaching and Learning, v11 n1 Article 4 Jun 2020. 22 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1262591">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1262591
University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: ; Web site: http://www.cjsotl-rcacea.ca/
Recenzowane naukowo :
Y
ISSN :
1918-2902
Deskryptory :
Engineering Education, Multiple Literacies, Critical Thinking, Reflection, Writing (Composition), 21st Century Skills, Competency Based Education, Graduate Students, Professional Identity, Institutes (Training Programs), Social Justice, Empathy, Leadership Training, Ethics, Diversity, Foreign Students, Foreign Countries
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
22
Education Level :
Higher Education; Postsecondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
JAN2021
Data wpisu :
2020
Numer akcesji :
EJ1262591
Czasopismo naukowe
Engineering education has long resulted in professional engineers with the required technical skills to meet the profession's needs. Yet in today's rapidly changing, globalised world, engineers will need more than technical competencies to meet the requirements of their professional work. Incorporating different literacies in engineering education might help with this shift. We introduce the idea of including critical reflective writing practice on the idea of being an engineer into engineering curricula. Our study explored how fourteen engineering graduate students were mentored on how to reflect critically on their professional identities through narrative writing. The students wrote the narratives while attending a pilot co-curricular Institute that focused on developing leadership, communication, and professional skill-building. We analysed the narrative writing produced by participants using the constant comparison method of analysis. Key findings show that: (1) narrative methodologies are valuable for tapping into the reflective non-technical, process aspects of the profession; and (2) critical reflective writing practice was challenging for participants and required comprehensive scaffolding. If scaffolded and embedded in engineering curricula, critical reflective writing practice could contribute significantly to a 21st century engineering identity.

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