Are Engineering Teachers Ready To Leverage The Power Of Play To Teach Transversal Skills?

Authors

Siara ISAAC, Ecole polytechinque Fédéerale de Lausanne, SwitzerlandFollow
Yousef JALALI, Ecole polytechinque Fédéerale de Lausanne, SwitzerlandFollow
Natascia PETRINGA, Ecole polytechinque Fédéerale de Lausanne, SwitzerlandFollow
Roland TORMEY, Ecole polytechinque Fédéerale de Lausanne, SwitzerlandFollow
Jessica DEHLER ZUFFEREY, Ecole polytechinque Fédéerale de Lausanne, SwitzerlandFollow

Document Type

Conference Paper

Abstract

What conceptions do teachers hold about learning activities to develop students’ transversal skills? This qualitative exploration at a research-intensive engineering school draws on interviews and focus groups to explore teachers’ ideas about developing individual transversal skills. We frame our analysis with a model that distinguishes three phases for skill development: conceptual knowledge (knowing), procedural skills (doing) and meta-cognitive/emotional reflection (learning from doing). We are particularly interested in the potential for play to create favorable conditions for developing transversal skills by enabling (i) focused experiential learning, (ii) low-stakes experimentation, (iii) rapid feedback, (iv) opportunity for reflection.

DOI

https://doi.org/10.21427/QP3D-B914

Recommended Citation

Isaac, S., Jalali, Y., Petringa, N., Tormey, R., & Dehler Zufferey, J. (2023). Are Engineering Teachers Ready To Leverage The Power Of Play To Teach Transversal Skills? European Society for Engineering Education (SEFI). DOI: 10.21427/QP3D-B914

Creative Commons License

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