Creating the cornerstone of critical and scientific thinking for students of engineering sciences: improves the engineering students' critical and scientific thinking, learned lessons, and the scientific content of the scientific thinking College cou | ||||
| ERU Research Journal | ||||
| Volume 3, Issue 3, July 2024, Page 1445-1457 PDF (228.63 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/erurj.2024.230835.1073 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Mohamed Eleiche 1; Aly Saeed  2
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| 1Construction Department, Faculty of Engineering, Egyptian Russian University | ||||
| 2Mathematical and Natural Science Department, Faculty of Engineering, Egyptian Russian University | ||||
| Abstract | ||||
| Scientific and critical thinking is a highly important skill for all engineering students. Although scientific and critical thinking are extremely important in qualifying engineering students for the labor market, there is a wide gap between what engineering students need in terms of qualification for sound scientific and critical thinking and what the academic courses offer. This article studies the impact of the scientific and critical thinking course that the authors updated for the Faculty of Engineering (Egyptian Russian University, Badr City, Cairo, Egypt) students and the extent of its feasibility and value in enhancing the scientific thinking of engineering students. The study was carried out on the 1st year students during the academic years 2019–2023, with the total number reaching 1233, according to the faculty database. The article measured the impact of the course contents and teaching methods on students' scientific and critical thinking behavior through interaction during the lectures, students' ability to discuss and express their opinions and refute other opinions, comparing the results of periodic exams, and handing over assignments. Students' behavior showed a significant improvement in the discussion, scientific and critical thinking, and success rates of exams in the late lectures of the semester compared to the first ones. Finally, the online teaching method, which was resorted to during the Covid-19 pandemic, was discussed, and it proved a complete failure for engineering education students. | ||||
| Keywords | ||||
| Scientific and Critical thinking; engineering students; e-learning | ||||
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