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Mühendislik eğitiminde yaşam boyu öğrenme becerisi olarak içsel iletişim

Year 2018, Volume: 8 Issue: 1, 68 - 77, 01.04.2018

Abstract

Mühendislerin yalnızca teknik becerilerle yetinebileceğine ilişkin tartışmalar artık geçerliliğini yitirmiş bulunmaktadır. Gerek mesleklerinde gerekse yaşam boyu öğrenme konusunda başarılı olabilmek için bir takım sosyal becerilere de sahip olmaları gerekmektedir. Ancak mühendislik eğitimi veren kurumlardaki müfredatlarda, öğrencilerin iletişim becerilerini geliştirmelerine yardımcı olacak türden ders içerik ve uygulamaları yeterince yaygın değildir. Bu becerilerin en önemlilerinden bir tanesi, kişinin kendisiyle (içsel) iletişimidir. Görüş türünde hazırlanmış bulunan bu makalede içsel iletişimin anlamı ve yaşam boyu öğrenmeye ilişkin önemi tartışılmaktadır. Bu iletişim türünün önemine dair farkındalık, kendimizi tanımamıza, bilinçli, etik ve topluma faydalı kararlar vermemize yardımcı olacaktır. Yaşam boyu öğrenmenin, bireylerin ve toplumun gelişmesine ilişkin hedefini göz önünde bulundurarak mühendislerin mesleklerinde yaşam boyu öğrenme tutumu geliştirmeleri gerektiğini savunacağız. Bunun için ise içsel iletişim becerilerinin geliştirilmesi gerektiğinin altını çizeceğiz. Ayrıca içsel iletişimin, kişiler arası iletişimin etkinliği açısından önemini tartışacağız. Bu amaçlar ışığında mühendislerin gerçekleştirmeleri gereken içsel iletişim becerilerini ve aktivitelerini betimleyeceğiz. Yapılandırmacı öğrenme kapsamında, yansımacı düşünme, imgeleme ve gelişim raporu gibi eğitim uygulamalarının öğrencilerin içsel iletişim becerilerine ve dolayısıyla yaşam boyu öğrenmeye katkılarını tartışacağız.

References

  • ABET (2014, November 1). Criteria for accrediting engineering programs. Baltimore, MD: Engineering Accreditation Commission. Accessed through <http://www.abet.org/uploadedFiles/Accreditation/ Accreditation_Process/Accreditation_Documents/Current/eac-criteria- 2012-2013.pdf> on October 9th, 2015.
  • Aslan, S., Ozata, M., & Mete, M. (2008). The investigation of effects of group emotional intelligence on team effectiveness. Humanity and Social Sciences Journal, 3(2), 104–115.
  • Baumeister, R. F. (Ed.) (1999). The self in social psychology. Philadelphia, PA: Psychology Press (Taylor and Francis).
  • Boonen, A., Van Wesel, F, Jolles, J., & van der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, 15–26.
  • Brown, S. (2016). Effects of intrapersonal communication on reverse culture shock (Research Report). Accessed through http://digitalcommons.calpoly.edu/ cgi/viewcontent.cgi? article=1236&context =comssp> on October 12th, 2014.
  • Cotton, K. (1998). From high school student to lifelong learner your route to inde- pendence. Washington: Northwest Regional Educational Laboratory.
  • Deveci, T. (2015). Freshman students’ emotional intelligence and team- work satisfaction levels. Yükseköğretim Dergisi/Journal of Higher Education, 5(1), 35-43
  • Deveci, T., & Nunn, R. (2016). Development in freshman engineering students’ emotional intelligence in project-based courses. Asian ESP Journal, Special Issue: Sun Ya and Haiying Feng (Eds.), Sept., 54–92.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking and the educational process. New York, NY: D. C. Heath.
  • Dzubak, C. M. (2013). A purposeful pause: The role of active reflection in learning. Synergy, the Online Journal of the Association for the Tutoring Profession, 6, 1–10.
  • Engineering. (n.d.). In Merriam-Webster’s online dictionary. Accessed through <http://www.merriam-webster.com/dictionary/engineering> on February 17th, 2016.
  • Facione, P. (n.d. - 2011 update). Critical thinking: What it is and why it counts. Insight Assessment Accessed through <http://www.insightassessment. com/CT-Resources/Teaching-For-and-About-Critical-Thinking/ Critical-Thinking-What-It-Is-and-Why-It-Counts/Critical-Thinking- What-It-Is-and-Why-It-Counts-PDF> on March 15th, 2015.
  • Ferguson, L. (2013). Know and connect your inner and outer self. Accessed through <https://www.lindajferguson.com/2013/09/know-and-con- nect-your-inner-and-outer-self/> on June 22nd, 2015.
  • Gadamer, H. G. (2004 [1975]). Truth and method [Wahrheit und Methode] (2nd revised ed.). Translation revised by J. Weinsheimer & D. G. Marshall. London: Continuum.
  • Gibbs, G. (1988). Learning by doing: A guide to teaching and learning meth- ods. Oxford: Oxford Further Education Unit.
  • Graeme, B. G., & Dimbleby, R. (2006). Between ourselvelves: An introduc- tion to interpersonal communication. London: Hodder Education.
  • Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.
  • Goleman, D. (1998). Working with emotional intelligence. London: Bloomsbury Publishing.
  • Goleman, D. (2004). What makes a deader? Harvard Business Review, 82(1), 82–91.
  • Hackfort, D., & Schwenkmezger, P. (1993). Anxiety. In R. N. Singer, M. Murphy and L. K. Tennant (Eds.), Handbook of research on sport psy- chology (pp. 328–364). New York, NY: Macmillan.
  • Helyer, R. (2015). Learning through reflection: the critical role of reflec- tion in work-based learning. Journal of Work-Applied Management, 7(1), 15–27.
  • Honeycutt, J. M., Zagacki, K. S., & Edwards, R. (1989). Intrapersonal communication and imagined interactions. In C. Roberts and K. Watson (Eds.), Readings in Intrapersonal Communication (pp. 167–184). Scottsdale, AZ: Gorsuch Scarisbrick Publishers.
  • Husserl, M. (1960 [1931]). Cartesian meditations. Cairns, D., trans. Dordrecht: Kluwer.
  • Intrapersonal. (n.d.). In American Heritage®Dictionary of the English Language. Accessed through <http://www.thefreedictionary.com/ Intrapersonal+communication> August 2nd, 2015.
  • Kaul, A. (2015). Effective business communication. Delhi: PHI Learning pri- vate Limited.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learn- ing and development. Englewood Cliffs, NJ: Prentice Hall.
  • Landis, R. B. (2013). Studying engineering: A road map to a rewarding career. Los Angeles, CA: Discovery Press.
  • Lappalainen, P. H. (2011). Can and should social competence be taught to engineers? International Journal of Engineering Pedagogy, 1(3), 13–19.
  • Lewittes, H. (2009). A critical thinking rubric as the basis of assessment and curriculum. In C. S. Schreiner (Ed.), Handbook of research on assessment technologies, methods, and applications in higher education (pp. 22–46). Hershey, PA: IGI Global.
  • Lieb-Brilhart, B. (1978). Lifelong learning: A challenge for communica- tion education. Communication Education, 27, 140–142.
  • Lieu, D., & Sorby, S. (2009). Visualization, modelling, and graphics for engi- neering design. Clifton Park, NY: Delmar; Cengage Learning.
  • Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253.
  • Maslow, A. (1943). Hierarchy of needs: A theory of human motivation. Psychological Review, 50(4), 370–396.
  • Mayer, J. D., DiPaolo, M. T., & Salovery, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intel- ligence. Journal of Personality Assessment, 54, 772–781.
  • McGivney, V. (1993). Participation and non-Participation: A review of the literature. In E. Edwards, S. Sieminski, & D. Zeldin, D. (Eds.), Adult learners, education and training (pp. 11–30). London: Routledge.
  • Medel, A, C, Ohsako, T., & Mauch, W. (2001). Revisiting lifelong learning for the 21st century. UNESCO Institute of Education. Accessed through <http://www.unesco.org/education/uie/pdf/revisitingLLL.pdf> March 17th, 2015.
  • Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. New York, NY: Routledge Falmer.
  • Moran, A. P. (1996). The psychology of concentration in sport performers. East Sussex, UK: Psychology Press.
  • Myers, D. G. (2009). Social psychology. New York, NY: McGraw-Hill Higher Education.
  • Norman, M., & Hyland, T. (2003). The role of confidence in lifelong learning. Educational Studies, 29(2–3), 261–272.
  • Nunn, R., & Brandt. C. (2016). A phenomenological approach to teaching reflective writing. English Scholarship beyond Borders, 2(1), 130–151.
  • Nunn, R., Brandt. C., & Deveci, T. (2016). Project-based learning as a holistic learning framework: Integrating 10 principles of critical rea- soning and argumentation. Asian ESP Journal, Special Issue: Sun Ya and Haiying Feng (Eds.), Sept., 9–53.
  • Passarelli, A. M., & Kolb, D. A. (2011). The learning way: Learning from experience as the path to lifelong learning and development. In M. London (Ed.), The Oxford handbook of lifelong learning (pp. 70–90). Oxford: Oxford University Press.
  • Perez, M. D., & Ruz, N. R. (2014). Intrapersonal intelligence and motiva- tion in foreign language learning. European Scientific Journal, 10(17), 142–150.
  • Pishghadam, R. (2009a). Emotional and verbal intelligences in language learning. Iranian Journal of Language Studies, 3, 43–64.
  • Pishghadam, R. (2009b). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6, 31–41.
  • Riemer, M. J. (2003). Integrating emotional intelligence into engineering education. World Transactions on Engineering and Technology Education. 2(2), 189–194.
  • Roberts, B. W., & Donahue, E. M. (1994). One personality, multiple selves: Integrating personality and social roles. Journal of Personality, 62(2), 199–218.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
  • Schafer, P. F. (1998). The solution within yourself. Australia: Lulu.
  • Visualization. (n.d.) In Merriam-Webster’s online dictionary. Accessed through <https://www.merriam-webster.com/dictionary/visualization> on January 3rd, 2017.
  • Watson, F. E. (2013). Self-perceptions of interpersonal, intrapersonal, and leadership skills among recent engineering graduates: A qualitative study. Unpublished doctoral dissertation, University of the Rockies, Colorado Springs.

Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

Year 2018, Volume: 8 Issue: 1, 68 - 77, 01.04.2018

Abstract

A discussion as to whether technical skills per se are enough for engineers may no longer be relevant. In order to succeed as lifelong learners, they also need a variety of soft-skills. Despite this, engineering curricula in general seem to pay relatively little attention to cultivating communication skills in students. One of the most essential of these is intrapersonal communication. In this non-research, discussion paper, we discuss the meaning and importance of intrapersonal communication in relation to 'lifelong learning': awareness of the importance of intrapersonal communication helps us understand ourselves as individuals and make informed, ethical and society-friendly judgments. Considering the overall goal of lifelong learning to make useful contributions to individual development and society, we will argue that improving intrapersonal communication is essential for engineers, who need to adopt a lifelong learning approach to their profession. Intrapersonal communication is also essential for effective interpersonal communication. This paper will briefly describe some intrapersonal activities engineers need to engage in, and the intrapersonal skills that they need to acquire with illustrative extracts from students' writing. We will also discuss how reflective writing, visualization, and progress reports can support intrapersonal communication and experiential learning within a constructivist approach to learning, allowing students to assume lifelong learning responsibilities.

References

  • ABET (2014, November 1). Criteria for accrediting engineering programs. Baltimore, MD: Engineering Accreditation Commission. Accessed through <http://www.abet.org/uploadedFiles/Accreditation/ Accreditation_Process/Accreditation_Documents/Current/eac-criteria- 2012-2013.pdf> on October 9th, 2015.
  • Aslan, S., Ozata, M., & Mete, M. (2008). The investigation of effects of group emotional intelligence on team effectiveness. Humanity and Social Sciences Journal, 3(2), 104–115.
  • Baumeister, R. F. (Ed.) (1999). The self in social psychology. Philadelphia, PA: Psychology Press (Taylor and Francis).
  • Boonen, A., Van Wesel, F, Jolles, J., & van der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, 15–26.
  • Brown, S. (2016). Effects of intrapersonal communication on reverse culture shock (Research Report). Accessed through http://digitalcommons.calpoly.edu/ cgi/viewcontent.cgi? article=1236&context =comssp> on October 12th, 2014.
  • Cotton, K. (1998). From high school student to lifelong learner your route to inde- pendence. Washington: Northwest Regional Educational Laboratory.
  • Deveci, T. (2015). Freshman students’ emotional intelligence and team- work satisfaction levels. Yükseköğretim Dergisi/Journal of Higher Education, 5(1), 35-43
  • Deveci, T., & Nunn, R. (2016). Development in freshman engineering students’ emotional intelligence in project-based courses. Asian ESP Journal, Special Issue: Sun Ya and Haiying Feng (Eds.), Sept., 54–92.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking and the educational process. New York, NY: D. C. Heath.
  • Dzubak, C. M. (2013). A purposeful pause: The role of active reflection in learning. Synergy, the Online Journal of the Association for the Tutoring Profession, 6, 1–10.
  • Engineering. (n.d.). In Merriam-Webster’s online dictionary. Accessed through <http://www.merriam-webster.com/dictionary/engineering> on February 17th, 2016.
  • Facione, P. (n.d. - 2011 update). Critical thinking: What it is and why it counts. Insight Assessment Accessed through <http://www.insightassessment. com/CT-Resources/Teaching-For-and-About-Critical-Thinking/ Critical-Thinking-What-It-Is-and-Why-It-Counts/Critical-Thinking- What-It-Is-and-Why-It-Counts-PDF> on March 15th, 2015.
  • Ferguson, L. (2013). Know and connect your inner and outer self. Accessed through <https://www.lindajferguson.com/2013/09/know-and-con- nect-your-inner-and-outer-self/> on June 22nd, 2015.
  • Gadamer, H. G. (2004 [1975]). Truth and method [Wahrheit und Methode] (2nd revised ed.). Translation revised by J. Weinsheimer & D. G. Marshall. London: Continuum.
  • Gibbs, G. (1988). Learning by doing: A guide to teaching and learning meth- ods. Oxford: Oxford Further Education Unit.
  • Graeme, B. G., & Dimbleby, R. (2006). Between ourselvelves: An introduc- tion to interpersonal communication. London: Hodder Education.
  • Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.
  • Goleman, D. (1998). Working with emotional intelligence. London: Bloomsbury Publishing.
  • Goleman, D. (2004). What makes a deader? Harvard Business Review, 82(1), 82–91.
  • Hackfort, D., & Schwenkmezger, P. (1993). Anxiety. In R. N. Singer, M. Murphy and L. K. Tennant (Eds.), Handbook of research on sport psy- chology (pp. 328–364). New York, NY: Macmillan.
  • Helyer, R. (2015). Learning through reflection: the critical role of reflec- tion in work-based learning. Journal of Work-Applied Management, 7(1), 15–27.
  • Honeycutt, J. M., Zagacki, K. S., & Edwards, R. (1989). Intrapersonal communication and imagined interactions. In C. Roberts and K. Watson (Eds.), Readings in Intrapersonal Communication (pp. 167–184). Scottsdale, AZ: Gorsuch Scarisbrick Publishers.
  • Husserl, M. (1960 [1931]). Cartesian meditations. Cairns, D., trans. Dordrecht: Kluwer.
  • Intrapersonal. (n.d.). In American Heritage®Dictionary of the English Language. Accessed through <http://www.thefreedictionary.com/ Intrapersonal+communication> August 2nd, 2015.
  • Kaul, A. (2015). Effective business communication. Delhi: PHI Learning pri- vate Limited.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learn- ing and development. Englewood Cliffs, NJ: Prentice Hall.
  • Landis, R. B. (2013). Studying engineering: A road map to a rewarding career. Los Angeles, CA: Discovery Press.
  • Lappalainen, P. H. (2011). Can and should social competence be taught to engineers? International Journal of Engineering Pedagogy, 1(3), 13–19.
  • Lewittes, H. (2009). A critical thinking rubric as the basis of assessment and curriculum. In C. S. Schreiner (Ed.), Handbook of research on assessment technologies, methods, and applications in higher education (pp. 22–46). Hershey, PA: IGI Global.
  • Lieb-Brilhart, B. (1978). Lifelong learning: A challenge for communica- tion education. Communication Education, 27, 140–142.
  • Lieu, D., & Sorby, S. (2009). Visualization, modelling, and graphics for engi- neering design. Clifton Park, NY: Delmar; Cengage Learning.
  • Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253.
  • Maslow, A. (1943). Hierarchy of needs: A theory of human motivation. Psychological Review, 50(4), 370–396.
  • Mayer, J. D., DiPaolo, M. T., & Salovery, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intel- ligence. Journal of Personality Assessment, 54, 772–781.
  • McGivney, V. (1993). Participation and non-Participation: A review of the literature. In E. Edwards, S. Sieminski, & D. Zeldin, D. (Eds.), Adult learners, education and training (pp. 11–30). London: Routledge.
  • Medel, A, C, Ohsako, T., & Mauch, W. (2001). Revisiting lifelong learning for the 21st century. UNESCO Institute of Education. Accessed through <http://www.unesco.org/education/uie/pdf/revisitingLLL.pdf> March 17th, 2015.
  • Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. New York, NY: Routledge Falmer.
  • Moran, A. P. (1996). The psychology of concentration in sport performers. East Sussex, UK: Psychology Press.
  • Myers, D. G. (2009). Social psychology. New York, NY: McGraw-Hill Higher Education.
  • Norman, M., & Hyland, T. (2003). The role of confidence in lifelong learning. Educational Studies, 29(2–3), 261–272.
  • Nunn, R., & Brandt. C. (2016). A phenomenological approach to teaching reflective writing. English Scholarship beyond Borders, 2(1), 130–151.
  • Nunn, R., Brandt. C., & Deveci, T. (2016). Project-based learning as a holistic learning framework: Integrating 10 principles of critical rea- soning and argumentation. Asian ESP Journal, Special Issue: Sun Ya and Haiying Feng (Eds.), Sept., 9–53.
  • Passarelli, A. M., & Kolb, D. A. (2011). The learning way: Learning from experience as the path to lifelong learning and development. In M. London (Ed.), The Oxford handbook of lifelong learning (pp. 70–90). Oxford: Oxford University Press.
  • Perez, M. D., & Ruz, N. R. (2014). Intrapersonal intelligence and motiva- tion in foreign language learning. European Scientific Journal, 10(17), 142–150.
  • Pishghadam, R. (2009a). Emotional and verbal intelligences in language learning. Iranian Journal of Language Studies, 3, 43–64.
  • Pishghadam, R. (2009b). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6, 31–41.
  • Riemer, M. J. (2003). Integrating emotional intelligence into engineering education. World Transactions on Engineering and Technology Education. 2(2), 189–194.
  • Roberts, B. W., & Donahue, E. M. (1994). One personality, multiple selves: Integrating personality and social roles. Journal of Personality, 62(2), 199–218.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
  • Schafer, P. F. (1998). The solution within yourself. Australia: Lulu.
  • Visualization. (n.d.) In Merriam-Webster’s online dictionary. Accessed through <https://www.merriam-webster.com/dictionary/visualization> on January 3rd, 2017.
  • Watson, F. E. (2013). Self-perceptions of interpersonal, intrapersonal, and leadership skills among recent engineering graduates: A qualitative study. Unpublished doctoral dissertation, University of the Rockies, Colorado Springs.
There are 52 citations in total.

Details

Other ID JA42CA83YK
Journal Section Original Empirical Research
Authors

Tanju Deveci This is me

Roger Nunn This is me

Publication Date April 1, 2018
Published in Issue Year 2018 Volume: 8 Issue: 1

Cite

APA Deveci, T., & Nunn, R. (2018). Mühendislik eğitiminde yaşam boyu öğrenme becerisi olarak içsel iletişim. Yükseköğretim Dergisi, 8(1), 68-77.

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