Development of dialectical thinking in students as a factor in improving the quality of higher education in technical universities

Elena, Nikolayevna Rashchikulina; Natalya, Aleksandrovna Plugina; Lyudmila, Petrovna Panova; Elena, Nikolaevna Kondrashova; Bezenkova, Tatyana A.; Olga, Sergeevna Mameteva

doi:10.5937/jaes16-17508

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…Technical thinking is understood as the process of reflecting on production, technical objects, and processes. It is also understood as the use of mental techniques in operating technical images (both statically and dynamically) [4]. A specialist possessing technical thinking skills must operate equally well with a system of technical and technological knowledge presented either in the form of concepts or in the form of images.…”

Section: The Main Features Of Engineering Activities Includementioning

confidence: 99%

“…The average data on self-assessment of students of all study years is below the average scores of the real assessment. 4. Analysis of lecturers' estimates of the level of technical thinking development of future engineers has shown that the average score of teachers' estimates is lower than the real estimates and self-assessment results of students; lecturers are much less likely to appreciate the technical abilities of 1 st and 2 nd -year students (as compared with real grades and self-assessment results), but they much more highly appreciate the abilities of 3 rd and 4 th -year students.…”

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confidence: 99%

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Developing technical thinking in Engineering students

Лысенко¹,

Назарова²

2019

Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Env

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The authors consider the core of the concept of "technical thinking" and its structure; characterize the specific features of technical thinking (integration, creativeness, efficiency, and reflexivity), which can serve as a tool for diagnosing the effectiveness of technical thinking skills mastered by students during their training; as well as determine the role of technical thinking in the training of engineering specialists. The main methods for developing technical thinking include technical problem solving, projectbased activities, role-playing games, case analysis, brainstorming, morphological analysis, focal object method, and TRIZ methods (the theory of inventive problem solving developed by G. Altshuller), etc. The paper presents findings from research into fostering technical thinking skills in engineering students at Russian State Agrarian University-Moscow Timiryazev Agricultural Academy. The authors identify the main challenges to developing technical thinking skills and, taking account of current development trends in engineering education, suggest ways to solve them.

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Section: The Main Features Of Engineering Activities Includementioning

confidence: 99%

mentioning

confidence: 99%

Developing technical thinking in Engineering students

Лысенко¹,

Назарова²

2019

Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Env

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The significance of a dialectical approach to enrich health professions education

de Ruiter,

van Klaveren,

Geukers

2024

BMC Med Educ

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The Lancet Global Independent Commission has called for a systems-based approach to health professions education. They emphasised the acquisition of collaborative skills, critical reasoning and ethical conduct to prepare students for interprofessional collaborative practice (IPCP). Interprofessional education (IPE) has been put forward as a promising strategy. However, despite the global efforts to incorporate IPE in health professions education curricula, the evidence for a positive impact on IPCP is still inconclusive. This may be related to the misalignment between competency-driven IPE programs that focus on end-stage professional competence and the non-linear development of students’ competence that is necessary for the dynamical nature of IPCP. Therefore, we argue that health professions education, and IPE in particular, needs to incorporate these dynamical processes including social and organization sensitivity. We present a conceptual framework that integrates the Cultural-Historical Theory, the principles of dialectical thinking and the concept of metastable attunement. While dialectical thinking is the ability to perceive the complexity of a dynamic reality that is in a state of constant transition, metastable attunement refers to the consequent adjustment to it. The subsequent instructional design employs a dialectical approach to teaching and learning, based on mediating activities and dialectical inquiry. To reach the full potential of this approach, the mediating activities should ensure a continuum of learning across the curriculum. In addition, faculty development needs to focus on the principles of dialectical inquiry as a pedagogy to optimally guide students. Further research into the extent to which healthcare professionals and students think dialectically may inform improvements to the proposed instructional design, the structure of the learning continuum and the essential requirements for faculty development.

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Development of dialectical thinking in students as a factor in improving the quality of higher education in technical universities

Cited by 2 publications

References 12 publications

Developing technical thinking in Engineering students

Developing technical thinking in Engineering students

The significance of a dialectical approach to enrich health professions education

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