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The evaluation of ignation pedadogical paradigm framework to engineering ethics education

Teaching and learning in higher education has gone through a series of transformation in recent decades. Engineering education is one area that would be crucial to undergo such transformation due to the complex nature of engineering application in industries today. The problem facing engineering gra...

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Main Authors: Shahrir Abdullah,, Haryanti Mohd Affandi,, Victor, Gerald
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2022
Online Access:http://journalarticle.ukm.my/21419/1/JKSI_7.pdf
http://journalarticle.ukm.my/21419/
https://www.ukm.my/jkukm/si-5-2-2022/
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spelling my-ukm.journal.214192023-04-05T02:24:24Z http://journalarticle.ukm.my/21419/ The evaluation of ignation pedadogical paradigm framework to engineering ethics education Shahrir Abdullah, Haryanti Mohd Affandi, Victor, Gerald Teaching and learning in higher education has gone through a series of transformation in recent decades. Engineering education is one area that would be crucial to undergo such transformation due to the complex nature of engineering application in industries today. The problem facing engineering graduates is the ability to competently solve real world problems using the knowledge learnt during their tertiary education. The learning approach towards problem solving and critical thinking weren’t sufficiently developed throughout the curriculum. One of the theories of learning that was considered was coined by Piaget, cognitive constructivism theory which uses cognitive tools and in collaboration with the environment learners are exposed to. By incorporating such student-centered learning with group learning would improve the students’ achievement in the learning outcome and increase the learning efficacy. This paper describes the application of Ignation Pedagogical Paradigm (IPP) being applied as a model framework in the teaching of one of the courses offered in Bachelor of Mechanical Engineering, i.e. Professional Practice towards strengthening their competencies. By applying a structured formative assessment centered learning environment, the instructor would be able to provide a more holistic learning experience to the students using the cognitive constructivism theory of learning. The results show that the proposed IPP framework is able to complement affectively with the learning theories for engineering education achieving the course outcomes and students would be able to improve their competency in solving complex problem. Penerbit Universiti Kebangsaan Malaysia 2022 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/21419/1/JKSI_7.pdf Shahrir Abdullah, and Haryanti Mohd Affandi, and Victor, Gerald (2022) The evaluation of ignation pedadogical paradigm framework to engineering ethics education. Jurnal Kejuruteraan, 34 (SI5(2)). pp. 63-72. ISSN 0128-0198 https://www.ukm.my/jkukm/si-5-2-2022/
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Teaching and learning in higher education has gone through a series of transformation in recent decades. Engineering education is one area that would be crucial to undergo such transformation due to the complex nature of engineering application in industries today. The problem facing engineering graduates is the ability to competently solve real world problems using the knowledge learnt during their tertiary education. The learning approach towards problem solving and critical thinking weren’t sufficiently developed throughout the curriculum. One of the theories of learning that was considered was coined by Piaget, cognitive constructivism theory which uses cognitive tools and in collaboration with the environment learners are exposed to. By incorporating such student-centered learning with group learning would improve the students’ achievement in the learning outcome and increase the learning efficacy. This paper describes the application of Ignation Pedagogical Paradigm (IPP) being applied as a model framework in the teaching of one of the courses offered in Bachelor of Mechanical Engineering, i.e. Professional Practice towards strengthening their competencies. By applying a structured formative assessment centered learning environment, the instructor would be able to provide a more holistic learning experience to the students using the cognitive constructivism theory of learning. The results show that the proposed IPP framework is able to complement affectively with the learning theories for engineering education achieving the course outcomes and students would be able to improve their competency in solving complex problem.
format Article
author Shahrir Abdullah,
Haryanti Mohd Affandi,
Victor, Gerald
spellingShingle Shahrir Abdullah,
Haryanti Mohd Affandi,
Victor, Gerald
The evaluation of ignation pedadogical paradigm framework to engineering ethics education
author_facet Shahrir Abdullah,
Haryanti Mohd Affandi,
Victor, Gerald
author_sort Shahrir Abdullah,
title The evaluation of ignation pedadogical paradigm framework to engineering ethics education
title_short The evaluation of ignation pedadogical paradigm framework to engineering ethics education
title_full The evaluation of ignation pedadogical paradigm framework to engineering ethics education
title_fullStr The evaluation of ignation pedadogical paradigm framework to engineering ethics education
title_full_unstemmed The evaluation of ignation pedadogical paradigm framework to engineering ethics education
title_sort evaluation of ignation pedadogical paradigm framework to engineering ethics education
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2022
url http://journalarticle.ukm.my/21419/1/JKSI_7.pdf
http://journalarticle.ukm.my/21419/
https://www.ukm.my/jkukm/si-5-2-2022/
_version_ 1762393389947420672
score 13.211869

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