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Higher Order Cognitive Skills (HOCS) in STES/STEM Education for Sustainability

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (28 September 2019) | Viewed by 4835

Special Issue Editor

Chemistry and Science Education,Faculty of Science and Science Education - Chemistry,University of Haifa - Oranim, Kiryat Tivon 36006, Israel
Interests: science, technology and environment in the social context; teaching, learning and assessment of higher-order cognitive skills (HOCS) for evaluative thinking

Special Issue Information

Dear Colleagues,

Given the current striving for sustainability and the corresponding paradigms shift in science, technology, R&D, environmental perception, economy, and policies; e.g. from unlimited growth to sustainable development; correction to prevention and passive, unlimited consumption of "goods", culture and education—active participation and involvement—primarily in the science–technology–environment–society (STES) economy-policy (STEPES) contexts; the corresponding paradigms shifts, at all levels of education, are unavoidable. Such shifts require research-based shifts in conceptualization. thinking, research and practice in Science, Technology, Engineering, Mathematics (STEM) education, in STESEP interfaces. In accord, the development of student HOCS capabilities of System Thinking (ST), Decision Making (DM), Problem Solving (PS), Evaluative Thinking (ET) and Creative Thinking (CT) are essential.

Prof. Uri Zoller
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Sustainability
  • HOCS
  • STES
  • STEM
  • Teaching
  • Learning
  • Testing

Published Papers (1 paper)

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Research

15 pages, 1577 KiB  
Article
Enhancing Creative Thinking in STEM with 3D CAD Modelling
by Carlos Carbonell-Carrera, Jose Luis Saorin, Damari Melian-Diaz and Jorge de la Torre-Cantero
Sustainability 2019, 11(21), 6036; https://doi.org/10.3390/su11216036 - 30 Oct 2019
Cited by 19 | Viewed by 4437
Abstract
Creative thinking is an essential part of learning for sustainability, as recent studies indicate. Creativity enables the engineer to find solutions for the design of a new product or for the improvement of one already designed, to make it more sustainable. However, currently, [...] Read more.
Creative thinking is an essential part of learning for sustainability, as recent studies indicate. Creativity enables the engineer to find solutions for the design of a new product or for the improvement of one already designed, to make it more sustainable. However, currently, engineering education does not usually assess academic performance in terms of creativity, and although interest in creative processes in engineering is growing, its implementation in the classroom is still scarce. In the present study, a creativity workshop was conducted in order to find multiple solutions to the problem posed, in accordance with divergent thinking. The workshop was based on a 3D CAD modelling activity, and the students needed to give different 3D design solutions starting from a two-dimensional shape. The participants were 72 engineering students from the engineering graphics subject in the degree in agricultural engineering and rural areas. Nine different creative components were evaluated. That way, not only was a generic measure of creativity obtained, but it was also possible to know the evolution of the student after the workshop for each of the components of creativity separately. The results of the workshop confirmed that creativity could be enhanced, and therefore, the learning process for sustainability can be improved in engineering. Full article
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