Does Studying ‘Ethics’ Improve Engineering Students’ Meta-Moral Cognitive Skills?

Abstract

This study examines the assumption that training in professional ethics is a predictor of the meta-moral cognitive ability of engineering students. The main purpose of the study was to check the difference in the meta-moral cognitive abilities between those students who studied a course on professional ethics, as part of the engineering curriculum, and those who did not undertake such a course. Using the survey method, the author conducted a pilot study amongst 243 engineering undergraduates. The meta-moral cognitive awareness inventory developed on the basis of the meta-cognitive awareness inventory prepared by Schraw Gregory and Dennison Rayne Sperling was used to measure the meta-moral cognitive level of the respondents. The results show that there was a substantial difference in the meta-moral cognitive abilities between those students who studied professional ethics, and those who did not. The univariate analysis of variance of the collected data reveals a significant variance (p = .017).

Desarrollo moral en contextos educativos: Una revisión sistemática

“…Las investigaciones realizadas sobre desarrollo moral en entornos de educación superior, se efectuaron en un 46% en América, de los cuales el 31% correspondió a América del Norte y el 15% a América del Sur; otro 34% se ubicó en Europa, un 17% en Asia y el 3% en Oceanía. En estos estudios hubo un predominio de sujetos vinculados a las ciencias de la salud, educativas y administrativas, observando una tendencia en el desarrollo moral que osciló entre los estadios convencional y post-convencional (Torres et al, 2010;Zhao et al, 2018), observando discrepancias entre estudios que buscaban establecer la influencia de la formación universitaria en este aspecto, dado que, se ha hallado una tendencia regresiva en el proceso académico, explicado por el fenómeno de segmentación moral (Hegazi y Wilson, 2013); sin embargo otro estudio concluyó que, la educación moral y los escenarios deportivos con contenido ético profesional que podían influir favorablemente en el desarrollo moral de los estudiantes (Cheruvalath, 2019).…”

“…Lo anterior difiere de los hallazgos investigativos donde se expuso la evolución gradual del desarrollo moral asociado al desarrollo de competencias profesionales, involucrando estadios que van desde la transición y reconstrucción moral, hasta la interiorización moral (Gallagher, 2011;Hren et al, 2011;Ranjbar et al, 2018), a su vez, se reconoció la influencia de la formación en ética profesional y el desarrollo de competencias cognitivas socio-morales (Cheruvalath, 2019), así también se constataron mejoras significativas en el razonamiento moral de adultos con discapacidad intelectual, al participar de programas deportivos en escenarios educativos, para su adaptación e inclusión sociolaboral (Vílchez et al, 2018). Asimismo se observó que realizar estudios de posgrado influyó positivamente los niveles de competencia moral, sin embargo se identificó una disminución significativa asociada a prolongados años de práctica profesional (Agurto et al, 2017).…”

Attitude towards Engineering Ethical Issues: A Comparative Study between Malaysian and Indonesian Engineering Undergraduates

“…In nutshell, engineering ethics consists the combination of three main factors (i) social; (ii) economical and (iii) environment that carve the path for engineers to think and act ethically to protect the public interest regardless of any external pressure from their employers (Cheruvalath, 2019) . As such, it will be leading the engineers to be more socially responsible in dealing with ethical dilemmas.…”

“Ahlaki olanı düşünmeyi düşünmek”: bilinçli farkındalık, üstbiliş ve ahlaki üst biliş arasındaki ilişkilere yönelik bir model

“…Diğer bir deyişle çeşitli alanlara ilişkin üstbilişlerden söz edilebilir (McMahon ve Good, 2015). Bu noktada üstbilişsel süreçlerin özel bir türü olarak ahlaki bilgi ve öğrenmelerimize ilişkin üstbilişsel faaliyetlerimiz ahlaki üstbiliş olarak tanımlanır ve ahlak ile ilgili sözü edilen farkındalık odaklı bilişsel süreçlerin önemli bir parçasıdır (Cheruvalath, 2019). Ahlaki üstbiliş, kişinin ahlaki muhakemeye eşlik eden bilişsel süreçlerini izlemesi, düşünmesi, değiştirmesi ve düzenlemesine olanak tanır (McMahon ve Good, 2015;Narvaez, 2010).…”