工程学教育的挑战与优势:反思主要利益攸关方的观点

Carla Ferreira, B. Gabriel, Robertt Valente, Cláudia Figueiredo
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摘要

我们生活在一个科技不断变革的社会中,要求工程教育培养未来工程师所需的能力, 以应对由此产生的复杂的跨学科问题。仅仅为学生提供最新的科学和技术培训已经远远不够,还需要将社会需求与课程设 计以及不同利益相关者的期望结合起来。本文的目的是通过对代表不同科学和专业机构的七位主要利益相关者进行半结构化访谈,从不同机构利益相关者的视角来阐述他们对工程教育的看法。这些受访者在确定工程学专业的指导方针和(重新)思考反映与社会、培 训和研究互动的课程方面发挥着重要作用。因此,本报告旨在探讨以下目标:(i) 了解人们对工程专业、工程师形象和工程学课程 的看法;(ii) 明确当前和未来就业市场和社会对工程师提出的挑战;(iii) 思考工程专业学生 在高等教育结束时应达到的理想形象。从受访者的角度来看,能力培养有效地涉及到学习方法,即认识到应培养学生哪些解 决问题的策略、概念和社会行动的能力,这并不局限于学科或特定的内容,而是允许(去) 构建反映社会不同需求的课程。事实上,除了纳入知名国际协会的观点外,这篇文章还强化了这样一种观点,即将科学、 技术、工程学和数学(STEM)纳入课程不仅是一项挑战,也是为满足社会需求而不断发展的必然 现象。从综合工程学的角度来看,课程设置、应具备的能力、跨学科的重要性以及 STEM 和 STEAM 方法的贡献被视为困难,但也是目标机遇。
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Engineering education challenges and strengths: reflecting on key-stakeholder's perspectives
We live in a society in constant scientific and technological change, where engineering education is required to develop the competences needed for future engineers to be able to respond to the complex and interdisciplinary problems that arise from this. It is no longer enough just to provide updated scientific and technological training to students, but it is also required to articulate the needs of society with the design of the curriculum and the expectations of the different stakeholders. The present paper's goal is to present the perceptions about engineering education through the lens of different institutional stakeholders, following a qualitative design study, through semi-structured interviews with seven key-stakeholders representing different scientific and professional institutions. These interviewees play an important role in the definition of guidelines for the engineering profession and in (re)thinking curricula reflecting the interaction with society, training and research. In this sense, it aims to explore the following objectives: (i) to know the perception about the profession, the profile of engineers and the engineering curricula; (ii) to identify the challenges posed to engineers in the job market and in society, today and in the future; and (iii) to reflect on a desirable profile to be attained by engineering students at the end of their Higher Education path. From the interviewees' perspective, competences development effectively involves learning approaches that realize which problem-solving strategies, concepts and capacities for social action should be developed in students, which are not restricted to disciplinary or specific content, but which allow (de)constructing curricula that reflect the different needs of society. In fact, as well as including the point of view of renowned international associations, this article reinforces the idea that the integration of science, technology, engineering and maths (STEM) into curricula is not only a challenge, but also a growing and inevitable phenomenon in response to society's needs. The curriculum, the competences to be privileged, the importance of interdisciplinarity, and the contribution of STEM and STEAM approaches from an integrated engineering perspective are interpreted as difficulties but also the target opportunities.
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