نوع مقاله : مقاله علمی - پژوهشی
نویسندگان
1 عضو هیأت علمی، بخش مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران.
2 دکترای مطالعات برنامه درسی- دانشگاه شیراز
3 دانشجوی دکتری برنامه ریزی درسی، دانشگاه شیراز، شیراز، ایران.
4 کارشناسی ارشد برنامه ریزی درسی ، دانشگاه شیراز، شیراز، ایران.
چکیده
هدف اصلی این پژوهش، بررسی عوامل مؤثر بر بهبود کیفیت تدریس در آموزش مهندسی: مطالعهای مبتنی بر روش فراترکیب است. این پژوهش کیفی با استفاده از روش هفتمرحلهای ساندلوسکی و باروسو انجام شده است. گروه فراترکیب متشکل از سه نفر متخصص برنامه‌ریزی درسی و یک نفر متخصص در روش پژوهش فراترکیب بود. 27 منبع پژوهشی مرتبط، مبنای تحلیل قرار گرفت که نتیجه آن استخراج 5 مضمون ویژگیهای فردی دانشجویان، شایستگیهای حرفهای اساتید، وضعیت طرح درس، نیازها و ارزشهای جامعه و عوامل محیطی و سازمانی است. اعتبار دادهها با استفاده از فنون اعتبارپذیری، انتقالپذیری و همسوسازی دادهها و اعتمادپذیری به دادهها نیز با هدایت دقیق جریان جمعآوری اطلاعات و همسوسازی پژوهشگران تأیید شد. نتایج نشان دادند که برای جهت دادن به علم و هنر آموزش، میتوان عوامل مؤثر بر کیفیت تدریس را با موقعیتهای تدریس واقعی ارتباط داد تا یادگیرندگان با استفاده از آن بتوانند اطلاعات، رفتارها و مهارتهای جدیدی همراه با درک کامل آنها کسب کنند. با بررسی مؤلفههای مؤثر بر بهبود کیفیت تدریس آموزش مهندسی و اعمال آنها در تدریس، تعامل سازندهای بین استاد و دانشجو شکل میگیرد که منجر به یادگیری عمیق در یادگیرندگان میشود.
کلیدواژه‌ها
عنوان مقاله [English]
Engineering pedagogy approaches to improve the quality of teaching in engineering education: A STUDY BASED ON THE META-SYNTHESIS
نویسندگان [English]
- mehdi mohammadi 1
- solmaz khademi 3
- sedigheh shadi 4
1 Faculty Member, Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
2
3 Ph. D. student of Curriculum Development, Shiraz University, Shiraz, Iran.
4 M.A. Curriculum Planning, Shiraz University, Shiraz, Iran.
چکیده [English]
The main objective of this research is to investigate engineering pedagogy approaches to improve the quality of teaching in engineering education. This qualitative research was carried out using the seven-step method of Sandlovski and Barroso. The meta-synthesis team consisted of three experts in curriculum planning and one expert in meta-synthesis research. 27 related research sources were used as the basis of the analysis, the result of which is the extraction of 5 themes of students’ individual characteristics, professors’ professional competences, course plan status, society’s needs and values, and environmental and organizational factors. The validity of the data was confirmed using the techniques of reliability, transferability. Alignment and trustworthiness of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of the researchers. The findings showed that to guide science and the art of education, pedagogy can be linked to real pedagogical situations and learners to be able to acquire new information, behaviors and skills with full understanding using it. Using the engineering pedagogy approach, constructive interaction between professor and student is formed, which leads to deep learning in learners.
کلیدواژه‌ها [English]
- Teaching quality
- engineering education
- teaching method
Ahern, A., Dominguez, C., McNally, C., O’Sullivan, J. J., & Pedrosa, D. (2019). A literature review of critical thinking in engineering education. Studies in Higher Education, 44(5), 816-828.
Almetov, N., Zhorabekova, A., Sagdullayev, I., Abilhairova, Z., & Tulenova, K. (2020). Engineering education: Problems of modernization in the context of a competence approach. International Journal of Engineering Pedagogy, 10 (6).
Aziz, A., & Islam, S. N. (2021). Impact of mixed pedagogy on engineering education. IEEE Transactions on Education.
Bhat, S., Bhat, S., Raju, R., D’Souza, R., & Binu, K. G. (2020). Collaborative learning for outcome based engineering education: A lean thinking approach. Procedia Computer Science, 172, 927-936.
Chan, C. K., & Luk, L. Y. (2022). Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education. Studies in Educational Evaluation, 72, 101102.
Chaubey, A., Bhattacharya, B., & Mandal, S. K. D. (2018). Attributes of good teaching in engineering education in Indian subcontinent. Sādhanā, 43(11), 1-12.
Chen, J., Kolmos, A., & Du, X. (2021). Forms of implementation and challenges of PBL in engineering education: a review of literature. European journal of Engineering Education, 46(1), 90-115.
Danilaev, D. P., & Malivanov, N. N. (2020). Technological education and engineering pedagogy. The Education and Science Journal, 22(3), 55-82.
Emami, M. R., Bazzocchi, M. C., & Hakima, H. (2020). Engineering design pedagogy: A performance analysis. International Journal of Technology and Design Education, 30(3), 553-585.
Galarce-Miranda, C., Gormaz-Lobos, D., Hortsch, H., & Kersten, S. (2021). Design and implementation of the international center of engineering education at the University of Talca (Chile) Under IGIP and the Dresden School of Engineering Pedagogy Tradition. In International Conference on Interactive Collaborative Learning (pp. 11-23). Springer, Cham.
Gauthier, Clermont & Tardief Morris. (2013). Pedagogy: The science and art of teaching - learning from ancient times to the present. Translator: Mashayekh, Farideh. Tehran: Samat Publications. [in Persian].
Gormaz-Lobos, D., Galarce-Miranda, C., & Hortsch, H. (2021). Online engineering education: A proposal for specialization of the teacher training in engineering. International Journal of Engineering Pedagogy, 11(5).
Gormaz-Lobos, D., Galarce-Miranda, C., Hortsch, H., & Kersten, S. (2020). The needs-oriented approach of the dresden school of engineering pedagogy and education. International Conference on Interactive Collaborative Learning (pp. 589-600). Springer, Cham.
Hagvall Svensson, O., Adawi, T., Lundqvist, M., & Williams Middleton, K. (2020). Entrepreneurial engineering pedagogy: models, tradeoffs and discourses. European Journal of Engineering Education, 45(5), 691-710.
Hernandez-de-Menendez, M., Escobar Díaz, C. A., & Morales-Menendez, R. (2020). Engineering education for smart 4.0 technology: a review. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 789-803.
Hortsch, H., & Kersten, S. (2021). Design and implementation of the international center of engineering education at the University of Talca (Chile) under IGIP and the dresden school of engineering pedagogy tradition. Educating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020), Volume 2 (Vol. 2, p. 11). Springer Nature.
Huang, Z., Peng, A., Yang, T., Deng, S., & He, Y. (2020). A design-based learning approach for fostering sustainability competency in engineering education. Sustainability, 12(7), 2958.
Jafari, M., Peyman, A., & Eshaghi, H. (2018). The influence of individual and environmental factors on the knowledge sharing process with the moderating role of education. Knowledge Retrieval and Semantic Systems Quarterly, 4(16), 21-46.
Kersten, S. (2018). Approaches of engineering pedagogy to improve the quality of teaching in engineering education Vocational Teacher Education in Central Asia 129-139, Springer, Cham.
Kersten, S., Simmert, H., & Gormaz, D. (2015). Engineering pedagogy at universities in Chile-A research and further education project of TU dresden and universidad autónoma de chile. Expanding Learning Scenarios. EDEN Conference Barcelona.
Khan, Z. H., & Abid, M. I. (2021). Distance learning in engineering education: Challenges and opportunities during COVID-19 pandemic crisis in Pakistan. International Journal of Electrical Engineering & Education.Kharazmi, M., Zainalipour, H, & Zarei. A. (2019). Explaining the characteristics of the educational content with an emphasis on the entrepreneurial skills of technical and engineering students and comparing it with the current situation in hormozgan university. Education Technology. 14(1). 199-209.
le Roux, K., & Kloot, B. (2020). Pedagogy for modelling problem solving in engineering dynamics: A social semiotic analysis of a lecturer’s multimodal language use. European Journal of Engineering Education, 45(4), 631-652.
Leung, A. (2020). Boundary crossing pedagogy in STEM education. International Journal of STEM Education, 7(1), 1-11.
Man-Keung, S. (2022). The role of M (mathematical worlds) in HPM (history and pedagogy of mathematics) and in STEM (science, technology, engineering, mathematics). ZDM-Mathematics Education, 1-13.
Maraqa, M. A., Hamouda, M., El-Hassan, H., El Dieb, A., & Hassan, A. A. (2021, April). Student perceptions of emergency remote civil engineering pedagogy. 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 577-581). IEEE.
Muradilloyevich, I. U., Tanzilovch, O. K., Anvarovich, A. A., & Baxodirovna, S. I. (2020). Improvement of teaching methodology by using modeling programs of engineering education in higher education of uzbekistan. Journal of Critical Reviews, 7(14), 81-88.
Nasir, O., Muntaha, S., Javed, R. T., & Qadir, J. (2021, April). Work in progress: pedagogy of engineering ethics: A bibliometric and curricular analysis. IEEE Global Engineering Education Conference (EDUCON), 1553-1557, IEEE.
Olelewe, C. J., Agomuo, E. E., & Uzochukwu, P. (2020). Effects of B-learning and F2F on college students’ engagement and retention in QBASIC programming in colleges of education in enugu state of nigeria. Education and Information Technologies, 24(3), 2701-2726.
Ouhbi, S., & Pombo, N. (2020, April). Software engineering education: Challenges and perspectives. IEEE Global Engineering Education Conference (EDUCON). 202-209. IEEE.
Polyakova, T. Y. (2020). Engineering pedagogy: on the way to” education 4.0». Int. J. Eng. Pedagog., 10(4), 4-8.
Quelhas, O. L. G., Lima, G. B. A., Ludolf, N. V. E., Meiriño, M. J., Abreu, C., Anholon, R., ... & Rodrigues, L. S. G. (2019). Engineering education and the development of competencies for sustainability. International Journal of Sustainability in Higher Education.
Sandelowski, M., & Barroso. J. (2007). Handbook for synthesizing qualitative research, New York, NY: Springer.
Shahraki, M. R., & Haghani, F. (2022). Determining the effective factors in engineering education and predicting the increase of academic years with multi-criteria decision making and data mining approach (Artificial Neural Network). Iranian Journal of Engineering Education, 24(93), 51-66 [in persian].
Sivarajah, R. T., Curci, N. E., Johnson, E. M., Lam, D. L., Lee, J. T., & Richardson, M. L. (2019). A review of innovative teaching methods. Academic Radiology, 26(1), 101-113.
Soleimani, A, & Mozmadzadeh, M. (2020). Investigating the impact of using strategic sourcing and electronic procurement system on organization performance with the moderating role of environmental factors (case study: Bandar Abbas manufacturing companies). Management and Industrial Engineering. 2(3).
Tao, J., McClure, S. C., Zhang, X., Waqas, M., & Wen, X. (2020). A scientific writing pedagogy and mixed methods assessment for engineering education using open-coding and multi-dimensional scaling. International Journal of Technology and Design Education, 30(2), 413-426.
Thomas, E., Salvinelli, C., Harper, J., MacDonald, L., Klees, R., Platais, G., ... & Linden, K. (2021). A body of knowledge and pedagogy for global engineering. International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 16(1), 37-57.
Tkachuk, V., Yechkalo, Y., & Khotskina, S. (2020). Selection of mobile ICT for learning informatics of future professionals in engineering pedagogy.
Van den Beemt, A., MacLeod, M., Van der Veen, J., Van de Ven, A., van Baalen, S., Klaassen, R., & Boon, M. (2020). Interdisciplinary engineering education: A review of vision, teaching, and support. Journal of Engineering Education, 109(3), 508-555.Winberg, C., Bramhall, M., Greenfield, D., Johnson, P., Rowlett, P., Lewis, O., ... & Wolff, K. (2020). Developing employability in engineering education: A systematic review of the literature. European Journal of Engineering Education, 45(2), 165-180.
Yeter, I. H. (2021, July). Engineering pedagogy Scale (EPS): preliminary development of an observational instrument to detect elementary teachers’ level of engineering-pedagogical content knowledge (E-PCK)(Fundamental). In 2021 ASEE Virtual Annual Conference Content Access.
Zabolizadeh, A. (2020). The place of pedagogy in the development of business-oriented higher education with a technology and media approach in a qualitative quality to education. Journal of Cultural Entrepreneurship, Number 2 [in Persian].
Zergout, I., Ajana, S., Adam, C., & Bakkali, S. (2020). Modelling approach of an innovation process in engineering education: The case of mechanical engineering. International Journal of Higher Hducation, 9(2), 25-39.
Zhang, A., Olelewe, C. J., Orji, C. T., Ibezim, N. E., Sunday, N. H., Obichukwu, P. U., & Okanazu, O. O. (2020). Effects of innovative and traditional teaching methods on technical college students’ achievement in computer craft practices. SAGE open, 10(4), 2158244020982986.
Zhong, B., Kang, S., & Zhan, Z. (2021). Investigating the effect of reverse engineering pedagogy in K-12 robotics education. Computer Applications in Engineering Education, 29(5), 1097-1111.
)