Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education

Alias, Maizam; Lashari, Tahira Anwar; Akasah, Zainal Abidin; Kesot, Mohd Jahaya

doi:10.1080/03043797.2013.838543

Cited by 26 publications

(23 citation statements)

References 9 publications

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“…Traditionally, teaching and learning in higher education, especially engineering education, focused on the acquisition of knowledge, which led engineering to be regarded as an objectrather than people-oriented field [28], [29]. Current engineering education has overlooked the affective domain [28], although studies in other fields have shown its importance as an essential learning condition, 'a catalyst', to facilitate cognitive processes and cognitive success [30].…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of a Systems Engineering Course in Developing Systems Thinking

2020

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Contribution: An evaluation of the effectiveness of Systems Engineering (SE) courses in developing students' Systems Thinking (ST) capacity in both the cognitive and affective domains. A combined cognitive ST performance and affective engagement with ST assessment is proposed as an approach to assess students' ST in both domains. The results can support course change decisions and guide learning experience development. Background: SE education aims to produce graduates with strong knowledge and skills in SE and a strong appreciation of the practical value of ST, which addresses the cognitive and affective domains in education. Consequently, it is important to evaluate the effectiveness of SE courses in developing students' ST in these domains, an area that studies do not consider. Intended Outcomes: An understanding of the ST ability of undergraduate students in an SE course in a domain specific engineering program in both the cognitive and affective domains. Application Design: A study evaluated the effectiveness of two SE classes in developing students' ST capacity using a combined cognitive and affective assessment tool developed and validated in previous studies. ST assessment is determined by combining ST performance and affective engagement. To observe the transformation of students' ST capacity, a longitudinal design collected data at two times in each of two offerings of an SE course offered by the same university in two locations-Australia and Singapore. Findings: The course developed students in most dimensions of cognitive ST, but did not appear to improve students' affective engagement with ST.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of a Systems Engineering Course in Developing Systems Thinking

2020

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“…Attitude towards science has direct and indirect influence on achievement and acts as mediators which arouses students' mental capability to achieve success (Mohtar, Halim & Iksan, 2016). However, many empirical studies EURASIA J Math Sci and Tech Ed 5 / 17 found that students' attitude towards science have become increasingly negative since the mid-20th century (Alias et al, 2014;Son, 2009). In their study, Ismail et al (2017) found a negative significant relationship between attitude towards science and science achievement in TIMSS Malaysia.…”

Section: Attitude Towards Sciencementioning

confidence: 99%

Non-Cognitive Factors Influencing Science Achievement in Malaysia and Japan: An Analysis of TIMSS 2015

Mohtar

Halim

Samsudin

et al. 2019

EURASIA J MATH SCI T

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Japan's continual excellent achievement in TIMSS has led to many research and discussions of the Japanese school system as a way of understanding the factors and system that underlie Japan's success in TIMSS. However, comparative studies have focused more on cognitive skills and less on non-cognitive skills as plausible factors for the continual success. Thus, this study aimed to examine the non-cognitive factors related to students' science achievement in TIMSS. This study adopted secondary data analysis where the analysis was carried out on TIMSS 2015 data for respondents from Malaysia and Japan. This study proposed two models for each country which contained five constructs, namely four independent variables which are science teaching practices, victims of bullying, attitude towards science, school climate, and one independent variable i.e. science achievement. From the structural model of multiple group comparison analysis, almost all non-cognitive factors in the model showed significant difference between the two countries except for the relationship between attitude towards science and science achievement in TIMSS.

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“…Therefore, understanding involves socially negotiated and situated learning in specific cultural contexts and practices [9,[11][12][13]. These perspectives are consistent with scholarship in the area of science and engineering studies, which suggests that scientific knowledge and practice are grounded in and shaped by particular socio-historic contexts (see [8,14]). Consistent with this learning perspective, we investigated the extent to which an emphasis on joint negotiation practices (academic conversations) during hands-on design and literacy activities increased student learning.…”

Section: Theoretical Frameworkmentioning

confidence: 67%

“…Learning is viewed as a process of domain-specific knowledge construction and grounded in research on human cognition and cognitive development [4,5] which views children as active learners [6,7]. Domain-specific approaches contend that learning in conceptual domains such as engineering is characterized by the development of distinct domain-specific conceptual structures and processes (see [8,9]).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…However, much of the research on domain specific theory has assumed learning resides solely in the 'head' of the learner. Research in the learning sciences has demonstrated the importance of the social nature of human learning, particularly reasoning and problem solving [8,10]. Therefore, understanding involves socially negotiated and situated learning in specific cultural contexts and practices [9,[11][12][13].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Inquiry, Talk, and Text: Promising Tools that Bridge STEM Learning for Young English Language Learners

Pantoya¹,

Aguirre-Muñoz²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Little is understood about how young English language learners (ELLs) respond to engineering-centered literacy and design activities and whether that response ultimately leads to content understanding. This study is part of a larger investigation targeting engagement, learning, and identity development of primary English language learners (ELLs) during a five-day engineering unit. Specifically, kindergarten, first and second grade students were examined from twelve classrooms such that 12 teachers and 220 students participated in this study. The research examined the following question: to what extent does the use of engineering centered activities emphasizing academic conversations during age appropriate tasks lead to increased knowledge of technology and the engineering design process for linguistically diverse students. The view of engineering learning taken here emphasizes processes (or antecedents to learning outcomes) as well as products of instruction (conceptual understanding and achievement). One implication of this domain specific approach is that instruction should focus on helping students acquire the core ideas and ways of thinking central to a particular domain of knowledge. Consistent with this learning perspective, the extent to which an emphasis on joint negotiation practices (i.e., academic conversations) during hands-on design and literacy activities increased student learning was investigated. To answer the research question, a 2 (group: trained and control) by 3 (time: prior to intervention, immediately after intervention, one week after intervention) repeated measures analysis of variance (ANOVA) was conducted for each grade level separately. The repeated measures Analysis of Variance revealed significant results with low to moderate effect sizes. Learning gains were observed for ELLs who received engineering-centered literacy 2 2 | P a g e activities. These results provide preliminary evidence of the impact of the integration of academic conversation, and narrative texts to improve student learning. Given the cultural and linguistic background of these ELLs, the results reveal the potential for these instructional strategies to promote broader STEM participation.

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Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education

Cited by 26 publications

References 9 publications

The Effectiveness of a Systems Engineering Course in Developing Systems Thinking

The Effectiveness of a Systems Engineering Course in Developing Systems Thinking

Non-Cognitive Factors Influencing Science Achievement in Malaysia and Japan: An Analysis of TIMSS 2015

Inquiry, Talk, and Text: Promising Tools that Bridge STEM Learning for Young English Language Learners

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