基因工程的福祉与伦理之思     

边虹 《黑龙江教育学院学报》2011,30(7):16-17

基因工程技术的发展给人类带来了巨大的利益,对人类和社会生活也产生了巨大的影响,它的发展趋势是不可逆转的。面对基因工程技术所带来的前所未有的挑战,传统的生命伦理道德要随着技术的进步提出新的实践规范,基因工程的发展也要适应生命伦理道德的框架。只有在基因工程技术进步与生命伦理道德发展的相互互动中,才能真正减少基因工程技术所带来的伦理问题的负面效应。  相似文献   

隐性知识在高校工科专业发展中的作用     

张喜秋  于昌利 《黑龙江教育学院学报》2011,(4):62-64

高校工科专业发展具有自身特点,隐性知识顺应其发展特点,对其具有积极的推动作用。基于隐性知识对工科专业发展的作用机理的概括总结,提出在教学过程、科研过程和个人价值生成中隐性知识发挥作用的保障措施。此外,要充分发挥隐性知识对高校工科专业发展的推动作用,还需要从组织结构、个体价值取向、激励机制、作用机制研究的细化等多方面进行进一步研究。  相似文献   

现代性视阈下理工类高校教师发展的责任诉求     

荀明俐  郑克岭  刘爽 《黑龙江教育学院学报》2011,30(10):61-62

责任危机是现代社会亟待解决的一种根本性危机.为己责任的彰显与社会责任意识的沦落是现代责任危机最主要的表现.理工类高校教师发展的重心往往侧重于对自然科学知识和科技技能的掌握,但对于科学技术是“双刃剑”的本质,缺乏一种深刻的批判精神与责任意识.理工类高校教师的发展应该诉求科学精神与人文精神的统一,为己责任与社会责任的统一.  相似文献   

Case study research: training interdisciplinary engineers with context-dependent knowledge     

Amit Chanan  Saravanamuth Vigneswaran  Jaya Kandasamy 《European Journal of Engineering Education》2012,37(1):97-104

It is now widely acknowledged that water management discipline is transforming, from being a public health and flood prevention challenge of the nineteenth century to a multi-dimensional challenge of water security for the twenty-first century. In order to train water engineers to be capable of working with this holistic multi-dimensional approach, a new paradigm in engineering education is required. Adjustments already made to undergraduate coursework are not enough; this new paradigm requires modifications to the PhD in engineering, with greater emphasis on interdisciplinary case study research. Such a change can deliver PhD graduates with both sufficient social and technical knowledge, who can then go on to become the hybrid lecturers crucially needed for training future water engineers.  相似文献   

Empathy among students in engineering programmes     

Chato Rasoal  Henrik Danielsson  Tomas Jungert 《European Journal of Engineering Education》2012,37(5):427-435

Engineers face challenges when they are to manage project groups and be leaders for organisations because such positions demand skills in social competence and empathy. Previous studies have shown that engineers have low degrees of social competence skills. In this study, the level of empathy as measured by the four subscales of the Interpersonal Reactivity Index, perspective taking, fantasy, empathic distress and empathic concern, among engineering students was compared to students in health care profession programmes. Participants were undergraduate students at Linköping University, 365 students from four different health care profession programmes and 115 students from two different engineering programmes. When the empathy measures were corrected for effects of sex, engineering students from one of the programmes had lower empathy than psychology and social worker students on the fantasy and perspective-taking subscales. These results raise questions regarding opportunities for engineering students to develop their empathic abilities. It is important that engineering students acquire both theoretical and practical knowledge and skills regarding empathy.  相似文献   

Engineering design processes in seventh-grade classrooms: bridging the engineering education gap     

Lyn D. English  Peter B. Hudson  Les Dawes 《European Journal of Engineering Education》2012,37(5):436-447

This paper reports on some findings from the first year of a three-year longitudinal study, in which seventh- to ninth-graders were introduced to engineering education. Specifically, the paper addresses students’ responses to an initial design activity involving bridge construction, which was implemented at the end of seventh grade. This paper also addresses how students created their bridge designs and applied these in their bridge constructions; their reflections on their designs; their reflections on why the bridge failed to support increased weights during the testing process; and their suggestions on ways in which they would improve their bridge designs. The present findings include identification of six, increasingly sophisticated levels of illustrated bridge designs, with designs improving between the classroom and homework activities of two focus groups of students. Students’ responses to the classroom activity revealed a number of iterative design processes, where the problem goals, including constraints, served as monitoring factors for students’ generation of ideas, design thinking and construction of an effective bridge.  相似文献   

Writing to learn writing skills – a case study     

António S.C. Fernandes 《European Journal of Engineering Education》2012,37(2):179-192

The paper describes a case study in which the main objective is to understand how engineering students can improve their writing skills, regarding spelling and syntax, when taught specifically on these issues. The methodology Writing To Learn is applied in two courses and, making use of the written texts, the students’ writing skills are assessed and evaluated. In one course, writing skills are taught and assessed and in the other they are only assessed. The comparison allows conclusions on the success of teaching writing skills, the influence of text styles and the differences between basic and advanced writing skills. It was found that writing skills were successfully taught, particularly with regard to basic writing skills. Advanced writing errors are twice as common as basic writing errors. Schematic writing styles favour a reduced number of writing errors.  相似文献   

Teaching problem-solving skills to nuclear engineering students     

E. Waller  M. H. Kaye 《European Journal of Engineering Education》2012,37(4):331-342

Problem solving is an essential skill for nuclear engineering graduates entering the workforce. Training in qualitative and quantitative aspects of problem solving allows students to conceptualise and execute solutions to complex problems. Solutions to problems in high consequence fields of study such as nuclear engineering require rapid and accurate analysis of the problems, design of solutions (focusing on public safety, environmental stewardship and ethics), solution execution and monitoring results. A three-month course in problem solving, modelling and simulation was designed and a collaborative approach was undertaken with instructors from both industry and academia. Training was optimised for the laptop-based pedagogy, which provided unique advantages for a course that includes modelling and simulation components. The concepts and tools learned as part of the training were observed to be utilised throughout the duration of student university studies and interviews with students who have entered the workforce indicate that the approaches learned and practised are retained long term.  相似文献   

Assessing the Higher National Diploma Chemical Engineering programme in Ghana: students’ perspective     

Cyril D. Boateng  Edem Cudjoe Bensah  Julius C. Ahiekpor 《European Journal of Engineering Education》2012,37(2):205-215

Chemical engineers have played key roles in the growth of the chemical and allied industries in Ghana but indigenous industries that have traditionally been the domain of the informal sector need to be migrated to the formal sector through the entrepreneurship and innovation of chemical engineers. The Higher National Diploma Chemical Engineering programme is being migrated from a subject-based to a competency-based curriculum. This paper evaluates the programme from the point of view of students. Data were drawn from a survey conducted in the department and were analysed using SPSS. The survey involved administering questionnaires to students at all levels in the department. Analysis of the responses indicated that the majority of the students had decided to pursue chemical engineering due to the career opportunities available. Their knowledge of the programme learning outcomes was, however, poor. The study revealed that none of the students was interested in developing indigenous industries.  相似文献   

Establishing the overall service quality of engineering education: fuzzy logic approach     

N. Chandra Shekhar  K. Venkatasubbaiah  N. R. Kandukuria 《European Journal of Engineering Education》2012,37(6):575-591

Measuring overall service quality (OSQ) is gaining prominence in higher education due to the increased competition among engineering education institutions (EEIs) and growing awareness about value for money among the public. Determination of OSQ on certain institutional aspects is done by various agencies throughout the world. Each system uses a different set of weighted indicators to measure the overall service quality of institutions. Five service quality factors, namely professionalism, integrated education, facilities, responsiveness and empathy are considered in the study. Trapezoidal fuzzy numbers are used to determine the aggregate weights of the factors to handle the vagueness present in the linguistic values of the stakeholders’ subjective opinions. Final weights of the factors are assessed by taking the distances of each factor between Fuzzy Positive Ideal Rating and Fuzzy Negative Ideal Rating. An illustrative study is presented to determine the OSQ of EEIs. The results help to focus on the factors which need immediate attention to enhance the quality of EEIs.  相似文献