Promoting problem solving and high order thinking skills in Geotechnical courses

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

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ORCID for M Pinho-Lopes: orcid.org/0000-0003-0808-6307

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