Critical thinking activities in fluid mechanics – A case study for enhanced student learning and performance

IF 3.5 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Remo Cossu , Isaiah Awidi , Joseph Nagy
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Abstract

We describe the implementation of Critical Thinking Activities (CTA) designed to encourage ‘critical thinking’ in an undergraduate engineering Fluid Mechanics course. Critical thinking can be a vague term both difficult to grasp and even more so to measure. Using a longitudinal case study we analyse quantitative and qualitative data collected over three years to explore the overarching question: “how do we know students have thought critically?”. We investigate and evaluate the quantitative data that emerged from students undertaking the CTA and the impact of this on their performance. The results indicate that students who performed well in the CTA achieved a final grade for the course of 5 or more (Credit, Distinction or High Distinction). Qualitative data from student feedback demonstrated that the CTA was a significant factor in reinforcing student learning, enabling us to identify areas of misconception and areas in which they could improve. While the study is situated in an engineering context at the University of Queensland, the paper is an exemplar of embedded and sustainable practice, is equally transferable to other disciplinary contexts.

流体力学中的批判性思维活动-提高学生学习和表现的案例研究
我们描述了批判性思维活动(CTA)的实施,旨在鼓励“批判性思维”在本科工程流体力学课程。批判性思维可能是一个模糊的术语,既难以理解,更难以衡量。通过纵向案例研究,我们分析了三年多来收集的定量和定性数据,以探讨一个首要问题:“我们如何知道学生具有批判性思维?”我们调查和评估了从参加CTA的学生中产生的定量数据及其对他们表现的影响。结果表明,在CTA中表现良好的学生在课程的最终成绩为5分或以上(学分,优异或优异)。来自学生反馈的定性数据表明,CTA是加强学生学习的重要因素,使我们能够确定误解的领域和他们可以改进的领域。虽然这项研究是在昆士兰大学的工程背景下进行的,但该论文是嵌入式和可持续实践的典范,同样可以转移到其他学科背景中。
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来源期刊
CiteScore
8.80
自引率
17.90%
发文量
30
审稿时长
31 days
期刊介绍: Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning
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