The University of Southampton
University of Southampton Institutional Repository

Promoting problem solving and high order thinking skills in Geotechnical courses

Promoting problem solving and high order thinking skills in Geotechnical courses
Promoting problem solving and high order thinking skills in Geotechnical courses
According to the literature, traditional engineering educational strategies (lectures, lab experiences and homework) have been criticised. On one hand, they inadequately prepare engineering students to engage in collaborative partnerships (essential for the practicing engineer) and, on the other hand, they promote passive learning and contribute to a compartmentalized curriculum. These strategies may not prepare students for the innovative and flexible role of engineers in today’s society. Using non-traditional learning strategies is essential to prepare engineers ready to succeed in their professional life. To contribute to enhancing the problem solving skills and higher order thinking of the graduates in Civil Engineering program of University of Aveiro, Portugal, two complementary courses on Geotechnical subjects have been redesigned using non-traditional learning models: Soil Mechanics I and II. The non-traditional strategies include cooperative and collaborative learning models using team projects or problems. These models have been implemented since 2007/2008. The non-traditional learning strategies used are described and discussed, pointing out how they can contribute to the development of problem solving and high order thinking skills. The students’ reactions to these models are addressed and the strategies implemented to promote their acceptance are presented. To assess the impact of the models implemented three different and complementary strategies were used: students’ feedback during the semester; monitoring of marks; questionnaires at the end of the semester. The evolution of the students’ response to these models is discussed using data collected in the courses. The models have been adapted to overcome some of the difficulties faced during their implementation
9781479912223
69-79
Institute of Electrical and Electronics Engineers (IEEE )
Pinho-Lopes, M
b7e5f7d6-90d8-48cc-b991-0495445fcea4
Macedo, J
3ae3fc97-d486-4e9d-91e2-c0e5f2520ae0
Pinho-Lopes, M
b7e5f7d6-90d8-48cc-b991-0495445fcea4
Macedo, J
3ae3fc97-d486-4e9d-91e2-c0e5f2520ae0

Pinho-Lopes, M and Macedo, J (2013) Promoting problem solving and high order thinking skills in Geotechnical courses. In 2013 1st International Conference of the Portuguese Society for Engineering Education (CISPEE 2013). Institute of Electrical and Electronics Engineers (IEEE ). pp. 69-79 . (In Press) (doi:10.1109/CISPEE.2013.6701987).

Record type: Conference or Workshop Item (Paper)

Abstract

According to the literature, traditional engineering educational strategies (lectures, lab experiences and homework) have been criticised. On one hand, they inadequately prepare engineering students to engage in collaborative partnerships (essential for the practicing engineer) and, on the other hand, they promote passive learning and contribute to a compartmentalized curriculum. These strategies may not prepare students for the innovative and flexible role of engineers in today’s society. Using non-traditional learning strategies is essential to prepare engineers ready to succeed in their professional life. To contribute to enhancing the problem solving skills and higher order thinking of the graduates in Civil Engineering program of University of Aveiro, Portugal, two complementary courses on Geotechnical subjects have been redesigned using non-traditional learning models: Soil Mechanics I and II. The non-traditional strategies include cooperative and collaborative learning models using team projects or problems. These models have been implemented since 2007/2008. The non-traditional learning strategies used are described and discussed, pointing out how they can contribute to the development of problem solving and high order thinking skills. The students’ reactions to these models are addressed and the strategies implemented to promote their acceptance are presented. To assess the impact of the models implemented three different and complementary strategies were used: students’ feedback during the semester; monitoring of marks; questionnaires at the end of the semester. The evolution of the students’ response to these models is discussed using data collected in the courses. The models have been adapted to overcome some of the difficulties faced during their implementation

Text
__soton.ac.uk_UDE_PersonalFiles_Users_mpl1c12_mydocuments_02_publicacoes_00_anteriores_2013_CP_SPEE_2013_CISPEE_MPL_JM.pdf - Accepted Manuscript
Restricted to Registered users only
Download (92kB)
Request a copy

More information

Accepted/In Press date: 23 July 2013
Venue - Dates: 1st International Conference of the Portuguese Society for Engineering Education (CISPEE), Portugal, 2013-10-31 - 2013-11-01
Organisations: Infrastructure Group

Identifiers

Local EPrints ID: 374974
URI: https://eprints.soton.ac.uk/id/eprint/374974
ISBN: 9781479912223
PURE UUID: 3d207f7a-a3d3-474f-9851-670eb8666d5a
ORCID for M Pinho-Lopes: ORCID iD orcid.org/0000-0003-0808-6307

Catalogue record

Date deposited: 23 Mar 2015 09:24
Last modified: 20 Jul 2019 00:39

Export record

Altmetrics

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×