Reflective learning in engineering education : a case study of Shell Eco- Marathon
- Authors: Von Solms, S. , Nel, H.
- Date: 2017
- Subjects: Reflective learning , STEM education , project-based learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/256898 , uj:26976 , Citation: Von Solms, S. & Nel, H. 2017. Reflective learning in engineering education : a case study of Shell Eco- Marathon.
- Description: Abstract: Globally, universities are reinventing STEM education where traditional classroom methods are substituted or supplemented with practical learning methods such as problem-based learning and project-based learning. Another method, not often employed in STEM, is learning through reflection. This paper presents a case study where a group of engineering students participated in an international competition, the Shell Eco-Marathon, and partook in reflective learning before and after the event. The results indicate that students who learn through reflection value the inclusion of project-based learning in their curricula, which emphasizes the importance of this study for the future of engineering education.
- Full Text:
- Authors: Von Solms, S. , Nel, H.
- Date: 2017
- Subjects: Reflective learning , STEM education , project-based learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/256898 , uj:26976 , Citation: Von Solms, S. & Nel, H. 2017. Reflective learning in engineering education : a case study of Shell Eco- Marathon.
- Description: Abstract: Globally, universities are reinventing STEM education where traditional classroom methods are substituted or supplemented with practical learning methods such as problem-based learning and project-based learning. Another method, not often employed in STEM, is learning through reflection. This paper presents a case study where a group of engineering students participated in an international competition, the Shell Eco-Marathon, and partook in reflective learning before and after the event. The results indicate that students who learn through reflection value the inclusion of project-based learning in their curricula, which emphasizes the importance of this study for the future of engineering education.
- Full Text:
Laying down the “T” and “E” in STEM education : design as the basis of an integrated STEM philosophy
- Hallström, Jonas, Ankiewicz, Piet
- Authors: Hallström, Jonas , Ankiewicz, Piet
- Date: 2019
- Subjects: Technology education , Engineering education , STEM education
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/402143 , uj:33640 , Citation: Hallström, J. & Ankiewicz, P. 2019. Laying down the “T” and “E” in STEM education : design as the basis of an integrated STEM philosophy.
- Description: Abstract: STEM – science, technology, engineering, and mathematics – has become ubiquitous in education. How STEM and STEM education are to be defined is still a matter of debate, however, and it is only just recently that STEM education has been probed from a philosophical point of view. The need for a philosophical basis for STEM education is therefore fundamental. The aim of this study is thus to investigate specifically the role of the “T” and “E” in STEM, and how they not only may be fruitfully integrated with the “S” and “M”, as part of a philosophy of STEM education, but also potentially form a methodological backbone of such a philosophy when it comes to design. The research question that underpinned the study is: What are the affordances of Mitcham’s (1994) fourfold philosophical framework of technology for unifying the STEM subjects, with particular consideration of the “T” and “E”? The research methodology consisted of a qualitative meta-synthesis of the literature regarding the philosophy of technology and engineering, technology education, and the current issues of integrating the various STEM subjects. We conclude that from a methodological point of view – Mitcham’s “activity” – the design in technology (“T”) and engineering (“E”) holds the most promising affordances for unifying the four STEM subjects. Design as part of particular design projects may require the “design” of applicable scientific experiments as well as the design of applicable mathematics expressions and formulae specifically when modelling in “E” (and “T”).
- Full Text:
Laying down the “T” and “E” in STEM education : design as the basis of an integrated STEM philosophy
- Authors: Hallström, Jonas , Ankiewicz, Piet
- Date: 2019
- Subjects: Technology education , Engineering education , STEM education
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/402143 , uj:33640 , Citation: Hallström, J. & Ankiewicz, P. 2019. Laying down the “T” and “E” in STEM education : design as the basis of an integrated STEM philosophy.
- Description: Abstract: STEM – science, technology, engineering, and mathematics – has become ubiquitous in education. How STEM and STEM education are to be defined is still a matter of debate, however, and it is only just recently that STEM education has been probed from a philosophical point of view. The need for a philosophical basis for STEM education is therefore fundamental. The aim of this study is thus to investigate specifically the role of the “T” and “E” in STEM, and how they not only may be fruitfully integrated with the “S” and “M”, as part of a philosophy of STEM education, but also potentially form a methodological backbone of such a philosophy when it comes to design. The research question that underpinned the study is: What are the affordances of Mitcham’s (1994) fourfold philosophical framework of technology for unifying the STEM subjects, with particular consideration of the “T” and “E”? The research methodology consisted of a qualitative meta-synthesis of the literature regarding the philosophy of technology and engineering, technology education, and the current issues of integrating the various STEM subjects. We conclude that from a methodological point of view – Mitcham’s “activity” – the design in technology (“T”) and engineering (“E”) holds the most promising affordances for unifying the four STEM subjects. Design as part of particular design projects may require the “design” of applicable scientific experiments as well as the design of applicable mathematics expressions and formulae specifically when modelling in “E” (and “T”).
- Full Text:
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