بررسی نظام‏ مند دستاوردهای تفکر نقادانه در آموزش مهندسی

اکبری پردنجانی, زهرا; صالحی, کیوان

doi:10.22047/ijee.2024.421392.2017

بررسی نظام‏ مند دستاوردهای تفکر نقادانه در آموزش مهندسی

نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

زهرا اکبری پردنجانی ¹

کیوان صالحی ²

¹ آموزش مهندسی .دانشکده علوم مهندسی. دانشگاه تهران شهر تهران کشور ایران

² دانشیار بخش تخصصی پژوهش و سنجش؛ دانشکده روان شناسی و علوم‌تربیتی؛ دانشگاه تهران، تهران، ایران

https://doi.org/10.22047/ijee.2024.421392.2017

چکیده

شناسایی، پرورش و توسعه شایستگی‏ های تفکر نقادانه (Critical thinking)، از مهم‏ترین عوامل موفقیت مهندسان در مسئله ‏یابی، مسئله‏ محوری، مسئله ‏آفرینی، تشخیص راه ‏حل‏های نوآورانه و حل‏ مسائل پیچیده است. در مطالعه حاضر تلاش شد تا جایگاه تفکر نقادانه در آموزش مهندسی از طریق شناسایی دستاوردهای آن، مورد واکاوی قرار گیرد. از‏ این ‏رو در یک بررسی نظام ‏مند، بر اساس دستورالعمل پریزما، مقالات نمایه‏ شده در پایگاه‏های داده ‏های اسکوپوس (Scopus)، گوگل‏اسکولار (Google Scholar) و ساینس‏دایرکت (ScienceDirect) در بازه زمانی‏2010 تا 2023، با استفاده از ترکیب ‏کلیدواژه‏ های ""Critical Thinking” OR “Engineering Education” OR “Critical Thinking in Engineering Education” AND “Outcomes OR results” AND “Engineering Education” OR “Engineering” AND Benefits, AND Limitations OR Critical Thinking شناسایی و بازیابی شد. نهایتاً 21 مقاله پس از بررسی ملاک‏های ورود و خروج، برای تحلیل‏ نهایی انتخاب شد. مقاله‏ ها باید شرایط چهارگانه مرتبط بودن با موضوع پژوهش، انتشار در بین سال‏های 2010 تا 2023، چاپ نسخه نهایی و برخورداری از عبارات «تفکر نقادانه» و «آموزش مهندسی» را داشته باشند. یافته‏ ها به شناسایی نُه دستاورد، استفاده از تفکر نقادانه در آموزش مهندسی منجر گردید. نتایج نشان می‏دهد که برای آموزش مؤثر تفکر نقادانه و ورود آن در برنامه ‏های درسی مهندسی، به رویکرد منسجم‏ تری نیاز است تا در سراسر برنامه درسی، به ‏‏گونه‏ ای مفید و اثربخش، بستر رسمی برای ارتقای دانش، بینش، ارزش‏ها و مهارت‏های مورد نیاز دانشجویان در نظر گرفته شود. بنابراین، نیاز است شیوه ‏های آموزش تفکر نقادانه را به استادان مهندسی ارائه داد و زمینه ملموس، عملی و قابل‏ درک برای پرورش این شایستگی در دانشجویان آموزش مهندسی‏ را فراهم نمود. پرواضح است که با توجه به دستاوردهای حیاتی تفکر نقادانه، بررسی و آماده‏سازی الزامات و شرایط مورد ‏نیاز برای بازنگری و به ‏روزرسانی سیاست گذاری‏ های آموزشی و دستورالعمل‏های خُرد و کلان توانمندسازی استادان مهندسی در پرورش تفکر نقادانه در دانشجویان مهندسی نه ‏تنها ضرورت دارد که انکارناپذیر است؛ به نظر می‏رسد تاکنون نه تنها این الزامات مورد توجه قرار نگرفته، بلکه حتی در عمل، مورد کم‏ توجهی قرار گرفته و به همین دلیل هم این شایستگی اصیل، پرورش نیافته ‏است.

کلیدواژه‌ها

: تفکر نقادانه

تفکر انتقادی

آموزش مهندسی

مرور نظام‏مند

سنجش دستاوردها

20.1001.1.16072316.1403.26.101.2.7

عنوان مقاله English

OUTCOMES OF CRITICAL THINKING IN ENGINEERING EDUCATION: A SYSTEMATIC REVIEW

نویسندگان English

Zahra Akbaripordanjani ¹

Keyvan Salehi ²

¹ Engineering Education, Faculty of Engineering Sciences, University of Tehran, Tehran, Iran

² Associate professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

چکیده English

Identifying, cultivating, and developing critical thinking competencies is one of the most important success factors of engineers in problem-finding, problem-oriented, problematizing and recognizing innovative solutions and solving complex problems. For this purpose, in the present study, an attempt was made to analyze the place of critical thinking in engineering education by identifying its outcomes. For this purpose, in a systematic review based on the guidelines of PRISMA, the articles indexed in Scopus, Google Scholar and Science-Direct databases in the period from 2010 to 2023, using the combination of keywords “Critical Thinking” OR “Engineering Education” OR “Critical Thinking in Engineering Education” AND “Outcomes OR results” AND “Engineering Education” OR “Engineering” and Benefits, AND “Limitations OR Critical Thinking” were identified and retrieved. Finally, 21 articles were selected for the final analysis after checking the entry and exit criteria. The articles must meet the four conditions including 1. Be related to the research topic; 2. Be published between 2010 and 2023; 3. The articles have reached the final publication; 4. The articles must have the words critical thinking, engineering education. The findings identify nine outcomes, use of critical thinking in engineering education. The results show that for effective teaching of critical thinking and its inclusion in engineering curricula, a more coherent approach is needed to provide a useful and effective formal platform for promoting knowledge, insight, values and skills throughout the curriculum. The needs of students should be considered; therefore, it is necessary to present the methods of teaching critical thinking to engineering professors and provide a concrete, practical and understandable context for cultivating this competence in engineering students. It is clear that considering the vital achievements of critical thinking, the examination and preparation of the requirements and conditions needed to review and update educational policies and micro and macro guidelines to empower engineering professors in cultivating critical thinking in engineering students is not only necessary but undeniable; It seems that not only these requirements have not been paid attention to, but even in practice, they have been neglected, and for this reason, this authentic competence has not been cultivated.

کلیدواژه‌ها English

Critical thinking

engineering education

outcome assessment

systematic review

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