Active Learning Strategies to Develop Research Competences in Engineering Education

Autor/inn/en	Rieg, Denise Luciana; Lima, Rui M. M.; Mesquita, Diana; Scramim, Fernando Cezar Leandro; Mattasoglio Neto, Octavio
Titel	Active Learning Strategies to Develop Research Competences in Engineering Education
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 3, S.1210-1223 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rieg, Denise Luciana) ORCID (Lima, Rui M. M.) ORCID (Mesquita, Diana) ORCID (Scramim, Fernando Cezar Leandro) ORCID (Mattasoglio Neto, Octavio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-01-2021-0038
Schlagwörter	Active Learning; Learning Strategies; Research Skills; Scientific Methodology; Engineering Education; Student Projects; Critical Thinking; Capstone Experiences; Undergraduate Students; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Forschungsleistung; Ingenieurausbildung; Schulprojekt; Kritisches Denken; Ausland; Brasilien
Abstract	Purpose: The purpose of this paper is to implement and evaluate active learning strategies to support engineering students in the development of research competences, contributing to the growing need for a closer relationship between research and teaching. Design/methodology/approach: This study was developed using an action research approach. The data were collected through observations, questionnaire and focus group in order to evaluate the active learning strategies used in the context of the study, based on students' perceptions. Findings: The results show that the implementation of active learning strategies, such as research-based learning and think-pair-share enhance the development of research competences, namely critical thinking and written communication. Additionally, this approach enables students to develop further their capstone projects, using the standards demanded in research process. Research limitations/implications: The study was based mainly on teacher's observation and the participants are undergraduate engineering students enrolled in the course "Scientific Methodology" during 1 academic year. Practical implications: Two levels of implications can be identified in this study: (1) for teachers' practice, who can adapt the step-by-step descriptions of the implemented approaches and (2) for research, contributing to the discussion about how to explore the teaching-research relationship in undergraduate courses. Originality/value: The course of "Scientific Methodology" is part of the curricular structure of most undergraduate engineering programs offered by Brazilian Higher Education Institutions, and this study is a contribution for the improvement of knowledge on how this course may be conducted in an effective and engaging way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01