![]() The preliminary findings suggest that VTS may help students to become more reflective, more aware of their knowledge of broader contexts, and therefor better able to use that knowledge in developing engineering solutions. In this mixed-methods study, we employed qualitative analyses of writing samples and statistical analyses of survey responses to explore the impact of a VTS training workshop on upper-level environmental engineering students’ reflective thinking. In this work-in-progress paper, we contribute to the literature by advancing understanding of the effects of an art-based teaching and learning technique known as Visual Thinking Strategies (VTS), which has not been explored in engineering education to date. The arts and humanities can provide important and often neglected perspectives and help engineers to develop skills for making wise, informed decisions through reflective thinking. However, a broad perspective on social issues and interrelated environmental considerations is also needed to address the complex problems of today. ![]() In 2015, she published a book on narrative inquiry, Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research, with SAGE publications.Įngineering education has long focused on the application of science, math, and technology for solving problems. She has published numerous articles in top-tier journals including Journal of Curriculum Studies, International Journal of Qualitative Studies in Education, and Educational Philosophy and Theory. She received the Faculty Excellence in Research/Creative Activities Award from Kansas State University in 2011, and two awards from AERA-Outstanding Narrative Research Article Award in 2009 and Outstanding Narrative Theory Article Award in 2007. Her research centers on various epistemological underpinnings of curriculum studies, particularly engaging in hermeneutical excavation of the stories of students and teachers around the notion of Bildung, a human way of developing or cultivating one’s capacity. ![]() Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Jeong-Hee Kim is Professor of Curriculum Studies and Teacher Education in the Department of Curriculum and Instruction at Texas Tech University.
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