Engineering design projects as a reflection promoter

Abstract

This article describes examples of reflection documented in a longitudinal research comprising two studies: a three-year three-stage study on technology project-based learning (TPBL) and a three-year two-stage study on engineering thinking (ET). Both studies used qualitative tools such as interviews, active observations, and document analysis. Reflections expressed by 10th grade pupils from eight high schools and 14 post-secondary school students who participated in the TPBL study as well as the reflection findings of experts and undergraduates from the ET study were used. The data analysis indicates that reflection is not generated on its own; it must be fostered. Reflection takes one of three forms: as a reaction to an irregularity or error made when working on the system design; conducted in groups that is inherent to the design process in industry; and from intuition that something may not be quite right, even though preliminary results seem to be correct.

Keywords:

• reflection
• critical thinking
• cognitive development
• metacognition
• project design
• project-based learning

About the authors

Nissim Sabag is a senior lecturer at the Department of Electronics & Electrical Engineering; He was Head of Academic administration (Registrar) and Chair of Collegial Committee of Academic Affairs of Ort Braude College, Karmiel Israel. He has published about 30 papers in refereed journals and international conference proceedings (as co-author). He holds a BSc in EEE, a BSc, MSc, PhD in Technology and Science Education from the Technion-Israel Institute of Technology.

Elena Trotskovsky is a senior lecturer. Her interests include: aspects of electronics engineering such as theory of control and digital electronics, and educational problems as development of engineering thinking among students. She has published over 15 papers in refereed journals and international conference proceedings (as co-author). She completed her first MSc (1978) in electronics at Ufa Aviation University, Russia; her PhD (2013) and second MSc (2009) in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology, Haifa.

Shlomo Waks is a Professor Emeritus. He holds a BSc (1962) and MSc in Electrical Engineering; an MSc in Science Education; and a PhD (1973) in Curriculum Development. His main national and international academic activities are serving as Head of the departmental Graduate Studies Committee (Technion); and Consultant to USAID on curriculum development in engineering/technology education. Prof. Waks has published about 100 papers in refereed journals and international conference proceedings and tens of research reports and textbooks (as author or co-author). He is the author of Curriculum Design – From an Art Towards a Science. He has mentored more than 40 Master's and doctoral students who completed their graduate studies in Science, Technology and Engineering Education.

Notes

1. We use the term pupils for learners up to 12th grade and the term students for learners in undergraduate higher education.