Open AccessARGUMENTATION IN ENGINEERING EDUCATION
Author(s) -
Adriano J. Garcia,
Tarso Bonilha Mazzotti
Publication year - 2017
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.v0i0.6483
Subject(s) - argumentation theory , argumentative , exposition (narrative) , process (computing) , articulation (sociology) , critical thinking , computer science , mathematics education , engineering ethics , wishful thinking , engineering education , management science , pedagogy , psychology , epistemology , engineering , engineering management , political science , art , literature , politics , law , cognitive psychology , operating system , philosophy
Many engineering courses are disproportionately focused on the rigorous reasoning inherent in math, while professional practice requires further skills and competencies. Improving the effectiveness of teaching-learning processes in engineering requires a change in the instructional approach, a switch from exposition to argumentation. Research about the application of argumentation in the instruction of mathematics, science and related disciplines indicates that the articulation of reasons and theories through argumentative interventions stimulates the development of the reasoning agility that is required to justify, explain, respond and eliminate contradictions. By connecting these results to engineering education weconclude that an educational process based in argumentation potentially provides the opportunity for students to build much needed professional competencies because it enables critical thinking, empowers decisionmaking among multiple possible solutions, and provides opportunities of presenting plausible justifications for chosen solutions.