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ERIC Number: EJ1010928
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0304-3797
Environments for Fostering Effective Critical Thinking in Geotechnical Engineering Education (Geo-EFFECTs)
Pierce, Charles E.; Gassman, Sarah L.; Huffman, Jeffrey T.
European Journal of Engineering Education, v38 n3 p281-299 2013
This paper describes the development, implementation, and assessment of instructional materials for geotechnical engineering concepts using the Environments for Fostering Effective Critical Thinking (EFFECTs) pedagogical framework. The central learning goals of engineering EFFECTs are to (i) improve the understanding and retention of a specific set of concepts that provide core knowledge and (ii) encourage students to recognise and develop critical thinking skills that lead to growth in engineering judgement. The practice of geotechnical engineering deals with complex and uncertain soil conditions, where critical thought and judgement are imperative. Three geo-EFFECTs were created in the context of levee reconstruction, levee permeability, and settlement of a tower structure. Students often provided inaccurate estimates to driving questions set in those contexts; when given opportunities for self-exploration and self-correction in the EFFECT structure, students often achieved more accurate final solutions. Overall, results suggest that EFFECTs have a measurable, positive impact on student learning. (Contains 4 tables and 6 figures.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana