Engineering design projects as a reflection promoter

Sabag, Nissim; Trotskovsky, Elena; Waks, Shlomo

doi:10.1080/03043797.2013.867312

Cited by 6 publications

(8 citation statements)

References 12 publications

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“…Kolb supports this with the step of reflection coming right after concrete experience 2 . Both Sabag and Nussbaum and Novick, seem to agree that a kind of "dissonance" or "surprising irregularity" can be used to inspire reflection 1,25 . In the case of Nussbaum and Novick, they provide a framework for replacing students possibly incorrect mental models, the first step of which is to introduce a dissonance between reality and the standing mental model 25 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Sabag et al demonstrates that engineers do reflect when prompted and describes particular situations that inspire students to reflect, but there have not been determinations of levels of reflection, and only one found characterization of how engineers reflect with video 1,3 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Though reflective practice has been shown to be instrumental in promoting deeper understanding of educational material, and allows students to evaluate their mode of thinking and their actions, and is considered by some to be a necessary aspect of design, we are only beginning to study the relationship between engineering student's learning and reflection 1,18,23,24 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Sabag et al found that reflection could be encouraged through mediation on part of either a facilitator, or a teammate in the case of group reflection 1 . By Schön's definition, there is only so much that can be directly taught in a classroom, and knowledge-in-action must Page 26.241.5…”

Section: Literature Reviewmentioning

confidence: 99%

“…This pedagogical shift toward project-based team learning environments has raised a number of questions for first-year teaching faculty about how firstyear students understand their own team experiences. One way to explore how students understand their own team experiences on project-based assignments is through a video assisted self-reflection assignment 1 . Video assisted self-reflection is a scaffolded self-reflection assignment that aims to help students think about their experience and gain more insight about their team experience by returning directly to the experience.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Assessing First-year Students' Ability to Critically Reflect and Build on Their Team Experiences

Tatar¹,

Nguyen²,

Olin³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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University of New Hampshire where he focused on student learning and student motivation during the high school to college transition. He initiated and developed a first-year seminar course at Olin College, a course that focuses on working in teams, diversity, and self-directed learning. He enjoys collaborating with other faculty members in the classroom and is invested in research, classes and assignments that provide overlap and continuity within the engineering curriculum and engineering pipeline. Nick is also a mentor for the REU program at Olin which studies the educational experiences of undergraduate engineers. Chris Aaron Gewirtz, Rose-Hulman Institute of TechnologyI'm currently a senior-year Engineering Physics student at Rose-Hulman Institute of Technology. Though I've enjoyed the technical work I've done, and devote myself now to my senior design project, I feel that education research has much to offer me, and that I have much to offer it. I think the combination of science or engineering with education provides an opportunity for me to apply my scientific curiosity towards understanding and helping people, a better opportunity than I could have predicted before doing this research.c American Society for Engineering Education, 2015Page 26.241.1Assessing first-year students' ability to critically reflect and build on their team experiences AbstractUndergraduate engineering students are more likely than ever to find themselves working on project-based team assignments. This pedagogical shift toward project-based team learning environments has raised a number of questions for faculty including questions about what firstyear students are learning about themselves and their teammates while they are participating in project-based team assignments. In this study, first-year undergraduate engineering students watched a video of themselves during a design team meeting for a project-based course. They were then asked to analyze the video using one of five prompts and to provide evidence-based suggestions and feedback for themselves and their team. Using a coding framework delineated from Mezirow's theory of transformative learning, ordinal levels of self-reflection were assigned to each self-reflection essay: non-reflection (lowest level of reflection), understanding, reflection, and critical reflection (highest level of reflection). After evaluating the essays, 6% (3) of the selfreflection essays were assessed as non-reflection, 29% (15) were labeled as understanding, 58% (30) earned an evaluation of reflective, and 8% (4) were classified as critically reflective. The five self-reflection prompts provided no statistically significant difference between the levels of reflection received (chi-squared = 1.99, df = 4, p-value = 0.74). Women may show a trend of achieving higher levels of reflection than men (W = 258.5, p-value = 0.10). Viability of assessing levels of reflection is discussed. Suggestions for future self-reflection prompts are provided. Qualitative characteristics of critical reflectors are given.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%