TY - GEN
T1 - USING STUDY AND RESEARCH PATHS IN STATISTICS WITH REAL DATA TO RAISE QUESTIONS AND AWARENESS
AU - Freixanet, Maria Josep
AU - Alsina, Montserrat
AU - Bosch, Marianna
N1 - Publisher Copyright:
© 2024 SEFI 2024 - 52nd Annual Conference of the European Society for Engineering, Proceedings: Educating Responsible Engineers. All rights reserved.
PY - 2024
Y1 - 2024
N2 - In this paper, we link different approaches in engineering education. On the one hand, the research in mathematics education at tertiary level, which gives a big importance to the inquiry-based learning approach, and, specifically in engineering degrees, which identifies, among others, active student learning on open-ended real-life tasks as promising innovative practices. On the other hand, the research in statistics education, where importance of inquiry is commonly accepted and which highlights the importance of the use of real and realistic data. Finally, the service-learning approach, which is clearly addressed to connect engineering education to social challenges. We present two inquiry-based activities called study and research paths, a methodology under the theoretical framework of the Anthropological Theory of the Didactic, that show the great potential of this type of teaching methodologies in engineering degrees, especially in the sense of raising questions, hands-on learning, awareness and responsibility in engineering graduates, when service-learning approach is used too.
AB - In this paper, we link different approaches in engineering education. On the one hand, the research in mathematics education at tertiary level, which gives a big importance to the inquiry-based learning approach, and, specifically in engineering degrees, which identifies, among others, active student learning on open-ended real-life tasks as promising innovative practices. On the other hand, the research in statistics education, where importance of inquiry is commonly accepted and which highlights the importance of the use of real and realistic data. Finally, the service-learning approach, which is clearly addressed to connect engineering education to social challenges. We present two inquiry-based activities called study and research paths, a methodology under the theoretical framework of the Anthropological Theory of the Didactic, that show the great potential of this type of teaching methodologies in engineering degrees, especially in the sense of raising questions, hands-on learning, awareness and responsibility in engineering graduates, when service-learning approach is used too.
KW - Anthropological Theory of the Didactic
KW - inquiry-based learning
KW - service learning
KW - statistics education
KW - study and research paths
UR - https://www.scopus.com/pages/publications/85218622703
U2 - 10.5281/zenodo.14256871
DO - 10.5281/zenodo.14256871
M3 - Conference contribution
AN - SCOPUS:85218622703
T3 - SEFI 2024 - 52nd Annual Conference of the European Society for Engineering, Proceedings: Educating Responsible Engineers
SP - 1458
EP - 1467
BT - SEFI 2024 - 52nd Annual Conference of the European Society for Engineering, Proceedings
A2 - Zufferey, Jessica Dehler
A2 - Langie, Greet
A2 - Tormey, Roland
A2 - Nagy, Balazs Vince
PB - European Society for Engineering Education (SEFI)
T2 - 52nd Annual Conference of the European Society for Engineering: Educating Responsible Engineers, SEFI 2024
Y2 - 2 September 2024 through 5 September 2024
ER -