Transdisciplinary learning in technology degrees

Brookes, Wayne

doi:10.1109/ithet.2017.8067823

Cited by 7 publications

(4 citation statements)

References 10 publications

(7 reference statements)

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“…However, our study suggests that, with respect to the development of systems thinking, this may be counterproductive. Some might argue that in order to foster the development of systems thinking, education programs need to expose students to a wide variety of ideas and practices in different disciplines (Brookes, 2017). Indeed, systems thinking has been suggested to be closely linked to multidisciplinarity, problem-based learning, design and the management of risk and uncertainty (Milke, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…There are quite a few studies that discuss the benefits of T-shaped education in fostering systems thinking approaches, but most of them advocate for initial specialization followed by acquiring broad skills, also known as soft skills (van den Beemt et al, 2020). This is the common route of first gaining deep expertise in a single area during one's studies while gaining a broad knowledge in many areas during one's career as an engineer (Boehm and Mobasser, 2015;Brookes, 2017).…”

Section: Discussionmentioning

confidence: 99%

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System-thinking progress in engineering programs: A case for broadening the roles of students

2023

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IntroductionComplex systems are prevalent in many scientific and engineering disciplines, which makes system thinking important for students of these fields. Duchifat 3 is a unique engineering educational extracurricular program, where high school students designed, assembled, and tested a nano-satellite.MethodsThis study applied qualitative methods to explore how the participants’ systems-thinking developed during the program. Participants were interviewed using the repertory grid interview, and a semi structured interview at the beginning and at the end of the project, while various observations were conducted throughout.ResultsWhile the participants were initially assigned narrow roles, each dealing with a single sub-system of the satellite, some chose to be involved with other sub-systems and aspects of the project. Our findings show that the broader the participants’ involvement was, the greater the progress they experienced in their systems-thinking. Participants who stayed focused on a single subsystem did not show progress, while participants who involved themselves with several sub-systems exhibited a more meaningful progress.DiscussionAlthough the program design aimed to assign students to a narrow role to enable them to achieve the educational goals, from the perspective of systems-thinking this was counterproductive. These findings shed light on the design of engineering programs such as the one examined here in terms of systems-thinking development. We discuss the implications of the findings for similar programs and make suggestions for improvement.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

System-thinking progress in engineering programs: A case for broadening the roles of students

2023

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“…As critical as the conception of a human being that one wishes to form is to present comprehension of relational knowledge in which the areas of expertise -and their contents, methods, and worldviews -can be perceived with excellent integration. In the area of Education, interdisciplinary [1], multidisciplinary [2], and transdisciplinary [3] proposals are investigated to overcome the fragmentation of the curriculum [4], which, by making the disciplines very technoscientific, ends up creating academy dynamics in which the scholar is responsible for bridges between knowledge, and not the curricula. However how to integrate the curriculum without giving up the several forms of knowledge construction that the areas carry?…”

Section: Introductionmentioning

confidence: 99%

Towards innovation on computer science courses

Hohemberger¹,

Sachete²,

Rossi³

2021

IJAERS

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Technologies change very rapidly, and universities need to be increasingly connected to the needs of the industry. With the advent of industry 4.0, the transformations in curricula must be continuous. The current scholar must be a professional future who finds new solutions, who knows how to make a decision based on the data, and who can communicate with different areas. The insertion of entrepreneurship practices towards the development of innovative products in computer courses can academically boost the scholars' characteristics necessary to the today's world, such as teamwork, problem-solving, systemic vision, communication, protagonism, and creativity. A new approach that makes it possible to address the needs of the locality to the surroundings of the educational institution, to highlight the strengths of the scholars in terms of solving such demands, and to propose innovative works strongly linked to the local productive arrangement. The design of the approach follows an innovation framework proposed by Steinbeis University-SIBE, which expands and potentiates the phases of Design Thinking in a larger number of more detailed steps that guide well-defined activities. The results presented by the use of the approach shows that most of the work developed has the potential to become an innovation, which will help in local and regional development.

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“…As crucial as the conception of a human being that one wishes to form is to present an understanding of relational knowledge in which the areas of knowledge -and their contents, methods, and worldviews -can be apprehended with greater integration. In the area of Education, interdisciplinary [1], multidisciplinary [2], and transdisciplinary [3] proposals are sought to overcome the curriculum fragmentation [4], which, by making the disciplines very specialized, ends up creating school dynamics in which the student, not the curricula, is responsible for bridges between knowledge. But how to integrate the curriculum without giving up the various forms of knowledge construction that the areas carry?…”

Section: Introductionmentioning

confidence: 99%

On the Integrated Professional Practice in a Computing Course Towards Innovation

Rossi

Souza

Mombach

et al. 2019

2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)

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The integration of disciplines in higher technology courses is a significant challenge. Sometimes the student can not visualize the correlations between different knowledge in the direction of a complete formation. This paper shows an integrated professional practice that relies on an innovation discipline to discover and prospect new technological products. From this, technical disciplines can focus on developing such products, having as supporting the knowledge and capacities determined in their curricula. The results show that students were able to develop products that aligned with local and regional problems, as well as open up a possibility for the creation of startups based on the developed products.

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Transdisciplinary learning in technology degrees

Cited by 7 publications

References 10 publications

System-thinking progress in engineering programs: A case for broadening the roles of students

System-thinking progress in engineering programs: A case for broadening the roles of students

Towards innovation on computer science courses

On the Integrated Professional Practice in a Computing Course Towards Innovation

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