A cognitive strategy scaffolding approach to facilitating reflection in engineering students. (2nd January 2016)

• Record Type: Journal Article
• Authors: O'Shea, Peter; Kearney, Michael
• Is Part Of: Australasian journal of engineering education. Volume 21(2016)
• Page Start: 17
• Page End: 26
• Publication Date: 2016-01-02
• Subjects: Reflection -- cognitive strategy scaffolding -- design; Engineering -- Study and teaching (Higher) -- Australia -- Periodicals; Engineers -- Training of -- Australia -- Periodicals; Engineering -- Study and teaching (Higher) -- Periodicals; Engineers -- Training of -- Periodicals; 620.0071094
• DOI: 10.1080/22054952.2016.1214097
• Languages: English
• ISSNs: 2205-4952

Abstract

Abstract: This paper provides an evidence-based methodology for fostering reflection during team projects in an engineering course. The approach is based on cognitive strategy scaffolding, a technique which has enjoyed much success in other contexts. The methodology has been implemented in a second-year mechatronics design unit, and the findings from a focus group and from independently conducted quantitative student evaluations show many (but not all) aspects of the method to be well received by both students and staff.