scholarly journals How to Cultivate the Philosophical Thinking Ability of Science and Engineering Students in Classroom Teaching

2020 ◽  
Vol 11 (11) ◽  
pp. 2207-2212
Author(s):  
Wenbing Wu ◽  
Rihua Liu ◽  
Yupeng Wu
Keyword(s):  
Engineering Students ◽  
Classroom Teaching ◽  
Philosophical Thinking ◽  
Science And Engineering ◽  
Thinking Ability

scholarly journals Outcomes Based Technique for Measuring Critical Thinking Ability on Computer Science and Engineering Students

2019 ◽  
Vol 8 (6) ◽  
pp. 4673-4678
Keyword(s):  
Critical Thinking ◽  
Computer Science ◽  
Engineering Students ◽  
Linear Time ◽  
Experimental Studies ◽  
Science And Engineering ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Instructional Perspectives ◽  
Survey Results

Literature clearly indicates that it is possible to develop quantifiable outcomes, such as critical thinking abilities, measure them and communicate student learning achievement of the outcomes, if the instructional and assessment approaches are organized in an effective way. Critical thinking ability of the Computer Science and Engineering students is an active process of skilfully conceptualizing the domain concept, analyzing and evaluating the information. This paper attempts to measure learning outcomes of ‘critical thinking ability’ which might be obtained by the students of Computer Science and Engineering, through two different instructional perspectives namely, i. the traditional linear time-bound instructions and ii. Outcomes Based instructions. The objective of this exercise is to determine whether Outcomes Based Education (OBE) in its instructional principles would be more suitable over the traditional methods in imbibing ‘Critical thinking ability’ as a learning outcome? Is it possible to classify students who prefer OBE methods of instructions? The paper elaborates an experimental study to compare and correlate the results obtained by these two selected instructional principles. The conclusions drawn out of the experimental studies as well as from the survey results will be of immense use to educational researchers of Computer Science and Engineering.

scholarly journals Outcomes Based Technique for Measuring Critical Thinking Ability on Computer Science and Engineering Students

2019 ◽  
Vol 8 (6) ◽  
pp. 4673-4678
Keyword(s):  
Critical Thinking ◽  
Computer Science ◽  
Engineering Students ◽  
Linear Time ◽  
Experimental Studies ◽  
Science And Engineering ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Instructional Perspectives ◽  
Survey Results

Literature clearly indicates that it is possible to develop quantifiable outcomes, such as critical thinking abilities, measure them and communicate student learning achievement of the outcomes, if the instructional and assessment approaches are organized in an effective way. Critical thinking ability of the Computer Science and Engineering students is an active process of skilfully conceptualizing the domain concept, analyzing and evaluating the information. This paper attempts to measure learning outcomes of ‘critical thinking ability’ which might be obtained by the students of Computer Science and Engineering, through two different instructional perspectives namely, i. the traditional linear time-bound instructions and ii. Outcomes Based instructions. The objective of this exercise is to determine whether Outcomes Based Education (OBE) in its instructional principles would be more suitable over the traditional methods in imbibing ‘Critical thinking ability’ as a learning outcome? Is it possible to classify students who prefer OBE methods of instructions? The paper elaborates an experimental study to compare and correlate the results obtained by these two selected instructional principles. The conclusions drawn out of the experimental studies as well as from the survey results will be of immense use to educational researchers of Computer Science and Engineering.

An Entrepreneurship Education Co-Curricular Program to Stimulate Entrepreneurial Mindset in Engineering Students

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1673-1679 ◽  
Author(s):  
Moraima De Hoyos-Ruperto ◽  
Cristina Pomales-García ◽  
Agnes Padovani ◽  
O. Marcelo Suárez
Keyword(s):  
Educational Program ◽  
Engineering Students ◽  
Materials Science ◽  
Core Competencies ◽  
Value Added ◽  
Entrepreneurship Education ◽  
Student Experiences ◽  
Evaluation Tool ◽  
Early Assessment ◽  
Science And Engineering

ABSTRACTThere is a need to expand the fundamental skills in science and engineering to include innovation & entrepreneurship (I&E) skills as core competencies. To better prepare the future Nanotechnology workforce, the University of Puerto Rico-Mayagüez Nanotechnology Center, broadened the educational content beyond traditional skills in science and engineering. The Center, offers a rich educational program for materials and nano scientists that aims to create the next generation of knowledgeable, experienced professionals, and successful entrepreneurs, who can develop value-added innovations that can spur economic growth and continue to impact the quality of life for society. Within the educational program an Entrepreneurship Education Co-Curricular Program (EEP) incorporates I&E training into the Materials Science, Nanotechnology, STEM (Science, Technology, Engineering, and Mathematics) faculty and student experiences. The EEP consists of a two-year series of workshops that seek to develop an entrepreneurial mindset, including five key topics: 1) Generation of Ideas, 2) Entrepreneurial Vision, 3) Early Assessment of Ideas, 4) Identification of Opportunities, and 5) Strategic Thinking. The EEP goals, target audience, and implementation strategy, is described with an evaluation tool to assess the program’s success in developing an entrepreneurial mindset.

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