Literaturnachweis - Detailanzeige
| Autor/in | Barker, Rick Don |
|---|---|
| Titel | Examining Engineering Students' Ability to Interpret Information by the Usage of the Students' Critical Thinking Skills and Cognitive Load |
| Quelle | (2023), (142 Seiten)
PDF als Volltext Ph.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-2178-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Engineering Education; Data Interpretation; Critical Thinking; Cognitive Processes; Difficulty Level; Thinking Skills; Cognitive Ability; Correlation |
| Abstract | While some engineering students develop proper critical thinking skills, most engineering students do not. Engineers must critically think to tackle various problems on the job, but many schools do not properly instill critical thinking in engineering students. With engineers working on multiple tasks in little time, a knowledge of critical thinking could result in less costly errors and repeated mistakes. Focusing on the students' abilities such as how they conduct critical thinking forms the basis of the "cognitive load theory" ("CLT"). The purpose of this quantitative correlational study was to examine how engineering students interpret information based on their cognitive abilities and critical thinking skills. The study is necessary as the various interpretations of critical thinking makes it difficult to develop a method for teaching the concept to engineering students. A total of 891 participants were given a survey that focused on the students' critical thinking and cognitive abilities to their performance, environment, and utilizing supplemental additions to the classroom. An analysis of the data revealed while there was no statistically significant relationship when measuring critical thinking and cognitive load on their own, combining the concepts suggested a significant relationship on an engineering student's ability to interpret information. The results for these results could be due to how students were taught on both concepts in the classroom. Critical thinking and cognitive load are concepts that require individual attention, as each engineering student thinks in their own way that makes teaching an uneven process. Future research could utilize a mixed methods approach to which a survey and interviews are used to allow any contradictions to be eliminated in the data. Researchers could also utilize instrumentation to monitor brain activity to measure cognitive load, such as cognitive maps and problem-based learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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