An Action Research in Critical Thinking Concept Designed Curriculum Based on Collaborative Learning for Engineering Ethics Course

• Published in: Sustainability Vol. 13; no. 5; p. 2621
• Main Author: Hsu, Yi-Chu
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.03.2021
• Subjects: Action research; Careers; Cognitive ability; Collaboration; Collaborative learning; College campuses; Colleges & universities; Cooperative learning; Critical thinking; Curricula; Design; Design engineering; Education; Engineering education; Ethical standards; Ethics; Evaluation; Knowledge; Learning; Problem based learning; Problem solving; Professional ethics; Social factors; Students; Success; Sustainability; Teaching
• ISSN: 2071-1050; 2071-1050
• DOI: 10.3390/su13052621

(1) Background: Critical thinking, CT, contributes to success in both career and higher education, and may be more important than professional content knowledge. Nevertheless, it is challenging to cultivate CT in a standalone course, especially for the engineering students who think less critically than those in other colleges. (2) Methods: This research incorporated CT concept into 18 weeks curriculum of Engineering·ethics and Society course, with the assistance of collaborative learning process for formative assessment and problem-based learning for summative assessment, in addition to 3 questionnaires to evaluate the progress in CT and collaboration. (3) Results: Both measurements in CT and collaboration improved significantly. In general, the participants enjoyed the course materials and thought these CT and values infused course activities were helpful to the learning. On the other hand, CT was also the most noticeable problem. About one over every five participants lacked the habit to think, while 17% of participants were afraid of complex questions to think. In addition, 10% doubted their CT skills. It concludes that total 46% participants thought CT is their most crucial shortage. (4) Conclusions: the pretest demonstrated the CT of the participants was below the college norm; fortunately, the assistance of the social interaction, including team work practices, peer evaluation, and pressure to push individuals work harder and think deeper, did promote their CT cognitive development.