2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)最新文献

{"title":"ANT and Engineering Education","authors":"J. Figueiredo","doi":"10.1109/CISPEE47794.2021.9507245","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507245","url":null,"abstract":"Formal engineering education is a situated process enacted by motivation and enrolment of actors, usually transforming different materials, that inscribes durable behaviors in framed exploratory ways of learning and innovation. Inscribing technologic design and development in the use of artefacts is a basic concern and pushes us to sociotechnical ambiences looking for sustainable solutions. We think Actor-Network Theory provides a framework that contributes to our understanding of the complexity inscribed in the relations and mutual influences that emerge between actors in learning spaces. Using narrative, and exploring ANT concepts we circulate in learning spaces, observing and deciding about the ways we can explore to enact knowledge creation and learning. Our results are exploratory but they contribute to provide a different look into the engineering education field. We believe this look is an innovative one, adapted and consistent with an eventual new extension to this specific area of knowledge - engineering education.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128421349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogical Innovation Projects at Técnico","authors":"Maria Beatriz Silva, António Rodrigues, Luís Oliveira e Silva, Raquel Aires Barros","doi":"10.1109/CISPEE47794.2021.9507206","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507206","url":null,"abstract":"Recent technological developments and rapid social changes have brought new challenges to engineering education in the 21st century. To better prepare young engineers to be able to anticipate, take part and respond to the future challenges of our society, Instituto Superior Técnico launched a process of analysis and reflection on its teaching model and pedagogical practices. The Pedagogical Innovation Projects (PIP) emerged in this context and are intended to support teachers in the development of new formats and innovative teaching methods, encouraging the inclusion of new technologies and skills in curricular units, which play increasingly large roles in the world of work, such as collaborative project work and digital technologies.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127248955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer Observation Project at the University of Lisbon - Implementation and Management","authors":"Maria Beatriz Silva, Luís Santos Castro, I. Gonçalves, Leonor Moura, Filipa David, Telma Baptista","doi":"10.1109/CISPEE47794.2021.9507220","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507220","url":null,"abstract":"The “Observar e Aprender” Project (Observing and Learning - O&L) is a peer-observation program for the teaching community in Universidade de Lisboa. The project aims to promote spaces for experimentation and support of the Universidade de Lisboa teachers, constituting itself as an interdisciplinary training forum. This paper presents the project, its main results and management activities.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132422552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preferences For Studying Materials: What Has COVID-19 Changed","authors":"L. Coelho, Sara S. Reis, F. Coelho","doi":"10.1109/CISPEE47794.2021.9507235","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507235","url":null,"abstract":"In a multimodal world the contact time between the teacher and the students is not always sufficient to ensure the effectiveness of the learning process. For the assimilation of concepts, students often endeavor on a search for the materials that best suit their learning needs. With the application of new technologies in teaching, study materials and support platforms are increasingly abundant and diverse. Additionally, recommendation algorithms overwhelm students with several options, sometimes hard to resist and select, especially after the COVID-19 restrictions, where the amount of connected time as increased. In this context, it is important for the teacher, to know which methods and materials the students use when they are autonomously developing their knowledge and skills. A survey was conducted within a group of engineering students at a Portuguese higher education institution with the main goal of characterizing the study habits and the materials that students. The obtained results are here reported and analyzed and compared with previous results from pre-pandemic study.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121472164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Survey about Gender Diversity in a More Gender-Balanced IT Firm","authors":"A. L. Santos, J. Alexandre, Fabiane Meireles","doi":"10.1109/CISPEE47794.2021.9507227","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507227","url":null,"abstract":"We present a case study of Truewind, a mid-size IT consulting company whose distribution of employees is significantly more gender-balanced than the norm. Whereas worldwide employment of women in the ICT sector hardly reaches 20%, women make up almost one third of the developers of the main office of this company. We conducted a case study to gain an understanding of which factors are perceived to contribute to such a gender distribution, and how its employees see it as an advantage. A survey revealed that, independently of gender, employees value gender diversity, pointing out advantages on teamwork, organizational climate, and critical thinking. Further, we collected factors that contribute to the retention of women, which in great part refer to organizational climate and work conditions. Up to a quarter of the IT consultants of Truewind have majored in non-ICT fields, changing their career path mostly from other STEM disciplines.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127758951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engineering education in a context of VUCA","authors":"João M. Fernandes, Paulo Afonso","doi":"10.1109/CISPEE47794.2021.9507229","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507229","url":null,"abstract":"Nowadays the world is very dynamic and thus we are faced with scenarios with a high degree of volatility, uncertainty, complexity, and ambiguity (VUCA). This reality affects engineering educators that need in many circumstances to promote more active learning approaches that transfer to the students the responsibility of learning. The aim is to allow students to get better prepared to face the market, after their studies. Such learning strategies encompass many challenges, both for educators and students. This manuscript discusses the major changes that have been introduced in a university course that promotes entrepreneurship in the field of software engineering. The promotion of entrepreneurship within universities asks for effective approaches that must be frequently evaluated and changed. The course is analyzed along two major VUCA angles: (1) how to adapt it to satisfy the students, and (2) how students can be stimulated to learn how to behave in VUCA contexts.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115196186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivating Female Students for Engineering Courses","authors":"Rita de Cássia de Faria Pereira, Cristina Borges, E. P. Ferreira","doi":"10.1109/CISPEE47794.2021.9507238","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507238","url":null,"abstract":"Worldwide initiatives for promoting motivation in female students for engineering courses are taking place in a regular form. Those initiatives are directed to different age groups and scholar levels. This paper addresses a methodology that was recently developed in Portugal to allow custom actions for motivating female students to those courses that historically rises them less interest. A workshop with different engineering universities and polytechnic institutions from Portugal, Brazil and Mozambique took place allowing to generate a network and a list of proposed actions. From this list each institution selected one or more actions to be implemented in their own institution. The workshop named “Good practices network for motivating female students to engineering courses” was the kick-off for this initiative. Detailed procedure of the work-in-progress and future working plan are here detailed.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121400976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethical skills needed by engineers to face future's challenges","authors":"Fátima Monteiro","doi":"10.1109/CISPEE47794.2021.9507244","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507244","url":null,"abstract":"Engineering practice has a high impact on contemporary society. The international scientific publication recognizes a broad consensus on the need to incorporate ethical education in engineering courses as essential. It is also noted that the way to incorporate and promote it, as well as the skills to be acquired, is not consensual, this being an area with a research deficit, especially on the skills to be acquired. In view of this, the present study aims to investigate what ethics skills are required for engineering graduates in the face of the challenges of the future. To this end, it was considered necessary to identify which ethical competences are necessary for engineering graduates recognized in scientific research in the area. The competences identified have the common point of helping to face and find ethical and responsible solutions to the challenge of sustainability. But there is also a strong focus on promoting professional and ethical responsibility, understanding the role of engineering in society and raising awareness of the negative consequences of technology.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"813 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124231499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of Active Teaching-Learning Methodologies in Approaching the Basic Concepts of Engineering Education: Influence of the Experimental Approach to Students' Alternative Conceptions in Learning the Concepts of Heat and Temperature","authors":"Jossias Arnaldo Vilanculo, Inocente Vasco Mutumucuio, C. Silva","doi":"10.1109/CISPEE47794.2021.9507217","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507217","url":null,"abstract":"This research aims to contribute to improving the quality of engineering education, by focusing on the introduction to the fundamental thermodynamics concepts. As thermodynamics is one of the foundations of many engineering problems, the need to discuss the best methodologies for approaching the fundamental concepts of heat and temperature in the first years is justified. The research intends to evaluate the impact of valuing the alternative conceptions of these concepts in the classroom, as they are of great importance in the teaching-learning process of natural and exact sciences. These conceptions assume a central role, because all the work developed in the classroom must be done in such a way that students are encouraged to present, question and test their previous ideas. While teaching of Natural and Exact Sciences, the students' difficulty in relating the theory developed in the classroom with the reality around them is a significant barrier, as the theory is made up of concepts that are abstractions of the students' reality. Therefore, to achieve a significant learning according to Ausubel definition, it is necessary to follow an active teaching approach, i.e. it is necessary to evaluate the students' initial knowledge, identify these substitute conceptions, develop a dialogical and reconstructive questioning process, promote communication and value the epistemic function of the processes involved. In this way a new active approach to teach the fundamental concepts of heat and temperature concepts was developed and tested in two classes of the 9th grade of the Secondary School “25 de Junho” in Vila Municipal de Massinga, in Mozambique. In one class the experimental methodology was tested and the other class was used as a control group. A pre-test was implemented to identify and characterize the alternative conceptions and the level of both classes was equivalent. Then, in the experimental class, three lectures were taught on heat, temperature and direction of spontaneous heat transfer using an approach in which the focus was on valuing the students' preconceived conceptions. In the control class, the same classes took place using the traditional expositive method, without taking into account the alternative concepts. After applying a post-test, the results showed that in the experimental class the level of correct answers rose from 42.6% in the pre-test to 91.4% in the post-test, while in the control class the rise was 46, 7% in the pre-test to 57.7%. The research shows that by valuing the students' alternative conceptions, there was significant learning in the formulation of the concepts of heat and temperature.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129653682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engineering the future: transversal skills in Engineering Doctoral Education","authors":"Helena Martins, Ana Freitas, I. Direito, Ana Salgado","doi":"10.1109/CISPEE47794.2021.9507210","DOIUrl":"https://doi.org/10.1109/CISPEE47794.2021.9507210","url":null,"abstract":"Over the last decade there has been a significant increase in doctoral students and researchers in Engineering. Entry-level skills for these academic positions are often mostly technical and frequently associated with profiles that thrive in analytical and frequently solitary tasks in laboratorial environments. However, success in doctoral programs and research careers is highly dependent on competencies that are both intrapersonal (e.g. time management, self-regulation, emotional intelligence, resilience) and interpersonal (e.g. teamworking, communication, negotiation, etc). Since the recruitment of doctoral graduates has changed significantly due to the decrease in open positions in research and professorship at universities, the transition from academia to industry has been gaining more attention from the Engineering Education community. Despite this, many studies point out that the competencies developed in Portuguese doctoral programs do not motivate nor prepare PhD graduates for a career outside academia and also don't match industry requirements in terms of competencies needed to thrive in such environments. In response, assessment reports and policy papers have been highlighting the need to rethink doctoral programs curricula in order to prepare engineering graduates for their future careers both in academia and industry. The basis for this has been advocated in the development of a specific skill set of transversal competencies. With this study, we intended to identify the transversal skills clusters that result from engineering doctoral education literature, make engineering researchers and managers aware of the importance of transversal skills, identify potential gaps in the literature and avenues for future research. In order to have a broad overview of the transversal competencies of PhD candidates in engineering, a preliminary bibliometric analysis of 2756 papers published in the last two decades was conducted using VOSviewer. The results show evidence of literature clusters related to 1) necessary skills for successfully concluding the PhD program; 2) the shift from the academic world to the labor market; 3) interpersonal competencies. In the discussion of the results, the authors: 1) advocate the emergency for HEIs to develop institutional strategies that contemplate formal opportunities to develop transversal skills during the doctoral path and ensure employability prospects for PhD candidates; b) propose the use of a framework of competencies for PhD candidates in engineering that may orientate the implementation of such institutional strategies and also help candidates to transfer such skills to industry/business in the transition from academia to industry.","PeriodicalId":333998,"journal":{"name":"2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127611361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}