Relevant bibliographies by topics / Engineering habits of mind

Academic literature on the topic 'Engineering habits of mind'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Engineering habits of mind"

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Leonov, Andrii. "Mind Engineering, Habit, and Human Nature." Actual Problems of Mind, no. 23 (December 17, 2022): 190–216. http://dx.doi.org/10.31812/apm.7638.

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This paper attempts to do the following things. First, it reinterprets the notion of “mind engineering” from a more neutral standpoint and offers a totally new approach to the phenomenon. Thus, instead of looking at the phenomenon from a wholly negative perspective (such as identification of mind engineering with “brainwashing,” “mind control” and other manipulatory techniques), it defines mind engineering as the process of “design/redesign, implementation/reimplementation, evaluation/reevaluation of minds.” In itself, this process can be deliberate or forceful. Here, the author looks at deliberate mind engineering primarily. Secondly, the “mind” is defined as a set of beliefs, and the latter, following Charles Peirce, is interpreted as the set of habits. The phenomenon of habit is interpreted pragmatically-hermeneutically and is defined as a “‘fixed’ functional interpretation of the world and one’s place in it that either works or does not work.” If a specific interpretation constantly works, it constitutes a “good” habit. If it does not work, it means a “bad” habit. Unlike the current social-psychological approaches to habit as goal-independent and automatic, and therefore “mindless”/non-cognitive, the author claims that habits are essentially goal-dependent, and cognitive. The habit’s main goal is to resolve the problematic situation that the organism is in. Habit’s cognitive element is grounded in the organism’s interpretive effort that allows it to specify a problematic situation as problematic. Therefore, the connection between the organism and a situation is not direct/immediate but rather is mediated via functional interpretive meaning. In the end, mind engineering must be taken as “habit engineering,” and, thus understood, the phenomenon in question can be seen as one of the key phenomena to clarify human nature.
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Al Hinai, Marwa M., Sulaiman M. Al Balu, and Abdulla K. Ambusaidi. "The Effectiveness of Engineering Design in Developing Engineering Habits of Mind among Eight Grade Students in Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 14, no. 2 (April 30, 2020): 362–80. http://dx.doi.org/10.53543/jeps.vol14iss2pp362-380.

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This research investigates the effect of engineering design on the development of the engineering habits of mind among eighth grade students in the Sultanate of Oman. The study adopted the semi-experimental research design. The study sample had two experimental groups; the first group (23 students) was enrolled in a special program of engineering design; and the second group was a control group (25 students) which had not participated in any engineering design programs. The quantitative results revealed statistically significant differences at the level of significance ( between the performance of students of the two groups in identifying problem habits, optimization and development, and system thinking in favour of the experimental group in the scale of the habits of the engineering mind. However, there were no statistically significant differences between the performance of the two groups in the habits of visualizing, creativity in problem solving, and adaptation. Analysis of qualitative data reached similar findings. Taken together, these findings suggest a set of recommendations, including the integration of engineering design into science curricula for contribution to the development of engineering habits of mind. Further surveyed studies can be conducted to discover the most common engineering habits of mind among students of all stages in the study.
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Al Hinai, Marwa M., Sulaiman M. Al Balu, and Abdulla K. Ambusaidi. "The Effectiveness of Engineering Design in Developing Engineering Habits of Mind among Eight Grade Students in Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 14, no. 2 (April 30, 2020): 362. http://dx.doi.org/10.24200/jeps.vol14iss2pp362-380.

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This research investigates the effect of engineering design on the development of the engineering habits of mind among eighth grade students in the Sultanate of Oman. The study adopted the semi-experimental research design. The study sample had two experimental groups; the first group (23 students) was enrolled in a special program of engineering design; and the second group was a control group (25 students) which had not participated in any engineering design programs. The quantitative results revealed statistically significant differences at the level of significance ( between the performance of students of the two groups in identifying problem habits, optimization and development, and system thinking in favour of the experimental group in the scale of the habits of the engineering mind. However, there were no statistically significant differences between the performance of the two groups in the habits of visualizing, creativity in problem solving, and adaptation. Analysis of qualitative data reached similar findings. Taken together, these findings suggest a set of recommendations, including the integration of engineering design into science curricula for contribution to the development of engineering habits of mind. Further surveyed studies can be conducted to discover the most common engineering habits of mind among students of all stages in the study.
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Lucas, Bill, and Janet Hanson. "Thinking Like an Engineer: Using Engineering Habits of Mind and Signature Pedagogies to Redesign Engineering Education." International Journal of Engineering Pedagogy (iJEP) 6, no. 2 (May 12, 2016): 4. http://dx.doi.org/10.3991/ijep.v6i2.5366.

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In order to attract more young people into engineering and ensure that they are well equipped to meet future professional challenges we need to know how successful engineers think and act when faced with challenging problems. Using a mixed methods approach this study investigated the habits of mind that engineers use most frequently when engaged in the core activity of “making” things or “making things work better”. We identified the six most distinctive learning dispositions, or engineering “habits of mind” [EHoM] that engineers frequently deploy. Our research then explored ways in which the teaching of engineering might be re-designed to cultivate EHoM using “signature pedagogies” and through this, generate deeper understanding of what is involved in becoming and being an engineer. This paper reports on the research undertaken with engineers to define the EHoM and identifies some of the distinctive features of signature pedagogies as they might be applied to engineering education. It concludes by outlining future research to further validate and define habits of mind and signature pedagogies for engineering.
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Lippard, Christine N., Monica H. Lamm, Kristina M. Tank, and Ji Young Choi. "Pre-engineering Thinking and the Engineering Habits of Mind in Preschool Classroom." Early Childhood Education Journal 47, no. 2 (April 19, 2018): 187–98. http://dx.doi.org/10.1007/s10643-018-0898-6.

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Steinkuehler, Constance, and Sean Duncan. "Scientific Habits of Mind in Virtual Worlds." Journal of Science Education and Technology 17, no. 6 (September 3, 2008): 530–43. http://dx.doi.org/10.1007/s10956-008-9120-8.

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Sumartini, Tina Sri. "Pengaruh Habit of Mind terhadap Kemampuan Berpikir Kreatif Matematis melalui Metode Pembelajaran Improve." Mosharafa: Jurnal Pendidikan Matematika 11, no. 1 (January 31, 2022): 167–78. http://dx.doi.org/10.31980/mosharafa.v11i1.1253.

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AbstrakHabit of mind berperan dalam pengembangan kemampuan berpikir kreatif peserta didik. Diperlukan suatu penggunaan metode pembelajaran untuk mengembangkan habits of mind dan kemampuan berpikir kreatif matematis peserta didik yang salah satunya yaitu metode pembelajaran improve. Tujuan penelitian ini yaitu untuk menganalisis pengaruh habit of mind terhadap kemampuan berpikir kreatif matematis melalui metode pembelajaran improve. Metode penelitian yang digunakan yaitu kuasi eksperimen. Teknik pengambilan sampel dilakukan dengan teknik Purposive Sampling dengan mengambil 67 mahasiswa di Program Studi Pendidikan Matematika Institut Pendidikan Indonesia. Pengumpulan data dilakukan dengan angket dan tes tertulis. Analisis data dilakukan secara kuantitatif dengan menggunakan uji korelasi Spearman. Adapun hasil penelitian yaitu terdapat pengaruh habit of mind terhadap kemampuan berpikir kreatif matematis melalui metode pembelajaran Improve. The Influence of Habit of Mind on Mathematical Creative Thinking Ability through Improve Learning Method AbstractThe habit of mind plays a role in developing students' creative thinking skills. It is necessary to use a learning method to develop habits of mind and students' mathematical creative thinking skills, one of which is the improved learning method. The purpose of this study is to analyze the effect of the habit of mind on mathematical creative thinking skills through improved learning methods. The research method used is quasi-experimental. The sampling technique was carried out using the purposive sampling technique by taking 67 students in the Mathematics Education Study Program at the Indonesian Institute of Education. Data was collected using a questionnaire and a written test. Data analysis was carried out quantitatively using the Spearman correlation test. The results of the study are that there is an influence of habit of mind on mathematical creative thinking skills through the Improve learning method.
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Nurdiansyah, Samsul, Rostina Sundayana, and Teni Sritresna. "Kemampuan Berpikir Kritis Matematis serta Habits Of Mind Menggunakan Model Inquiry Learning dan Model Creative Problem Solving." Mosharafa: Jurnal Pendidikan Matematika 10, no. 1 (February 5, 2021): 95–106. http://dx.doi.org/10.31980/mosharafa.v10i1.861.

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AbstrakKemampuan berpikir kritis matematis dan Habits of Mind merupakan salah satu kemampuan dasar yang harus dimiliki oleh siswa. Fakta menunjukkan bahwa kemampuan berpikir kritis matematis dan Habits of Mind siswa masih rendah. Diperlukan upaya untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind siswa salah satunya menggunakan model Inquiry Learning dan model pembelajaran Creative Problem Solving. Tujuan dari penelitian ini adalah menganalisis perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas X SMA Negeri 11 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu kelas X-MIPA 5 sebanyak 35 siswa sebagai kelas eksperimen I yang mendapat model Inquiry Learning dan kelas X-MIPA 6 sebanyak 35 siswa sebagai kelas eksperimen II yang mendapat model pembelajaran Creative Problem Solving. Instrumen penelitian yang digunakan berupa tes uraian dan angket skala Likert. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind, model Inquiry Learning cocok digunakan. Mathematics Critical Thinking Ability And Habits Of Mind Using Inquiry Learning Model And Creative Problem Solving ModelAbstractMathematical Critical Thinking Skills and Habits of Mind are some of the basic abilities that students must have. The fact shows that the Mathematical Critical Thinking Skills and Habits of Mind are still low. Efforts are needed to improve the Mathematical Critical Thinking Skills and Habits of Mind, one of them using Inquiry Learning and Creative Problem Solving learning. The purpose of this research was to analyze the differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. The research method used a quasi-experimental with a population of all class X of SMAN 11 Garut. The sample consisted of two classes, class X Science 5 by 35 students as the first experimental class, which got Inquiry Learning model, and class X Science 6 by 35 students as the second experimental class which got Creative Problem-Solving learning model. The research instrument used a description test and a Likert scale questionnaire. Based on the results of statistical analysis, it is found that there are differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. To improve mathematical critical thinking skills and Habits of Mind, the Inquiry Learning model is suitable.
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Nurmaliza, Nurmaliza, Rezi Ariawan, Agus Dahlia, Hayatun Nufus, and Erdawati Nurdin. "Analysis of Mathematical Critical Thinking Ability Viewed from Habits of Mind." Jurnal Pendidikan MIPA 23, no. 3 (2022): 904–17. http://dx.doi.org/10.23960/jpmipa/v23i3.pp904-917.

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Sancho Guinda, Carmen. "The emergent role of mind-mapping in CLIL instruction: textual cognitive resources in engineering lectures." Revista Alicantina de Estudios Ingleses, no. 23 (December 15, 2010): 83. http://dx.doi.org/10.14198/raei.2010.23.06.

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Starting out from the notion of irradiating thought or conceptual maps (Buzan 1986, 2002), recently and explicitly tackled as an academic skill by some CLIL learner-oriented materials, this article explores the prospects for its introduction in engineering environments. It reports on a small-case study aimed to reflect on the implications of lecturers' textual choices for the note-taking habits of engineering students and ultimately for their representation of contents. The analysis of seven engineering lectures in English and Spanish in a summer seminar for EU polytechnic students, of seven condensed lectures in English by engineering teachers during an in-service training course at the Universidad Politécnica de Madrid and of twenty questionnaires probing into the students' note-taking routines, suggests an influence of lecturing style on note quality and evidences several lecturing deficiencies at the rhetorical level that may hamper the practice of conceptual mapping.
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Dissertations / Theses on the topic "Engineering habits of mind"

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Coombs, Cyril Paul. "Reflective practice, developing habits of mind." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58645.pdf.

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Augustine, Tami. "Habits of the heart, habits of the mind: Teacher education for a global age." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403734827.

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Royce, William. "An Evaluation of the Habits of Mind Character Education Program." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/71.

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This program evaluation, which used the context-input-process-product program evaluation model (Stufflebeam, 2003, 2010), was implemented within a suburban elementary school. The problem addressed through the evaluation was that the Habits of Mind program (Costa & Kallick, 2000a, 2000b, 2009b), which was implemented as the character education program at the study site in the 2008-2009 academic year, had not been evaluated. By conducting the study, the researcher evaluated the program to determine its effectiveness in promoting academic achievement and appropriate school behaviors. By conducting the evaluation, the researcher identified 4 findings suggesting that the (a) need exists to ensure the fidelity with which the intervention is implemented, (b) academic performance of students in Grades 3 and 4 improved while the intervention was ongoing, (c) behavioral performance of students in kindergarten through Grade 3 improved during program implementation, and (d) viability of sustaining and implementing a character development program with integrity will require the concerted effort of all staff members. Recommendations for educational practice are to (a) continue implementing the Habits of Mind program (Costa & Kallick, 2000a, 2000b, 2009b), (b) include members of the support team and parents in a training event during the present school year, and (c) provide ongoing training to teachers as well as recognition of related practices noted through supervisory observations. It is further recommended that the school principal identify a viable approach for assisting members of the school leadership team in the development of skills for recognizing and managing the conflict presently occurring among teachers. It is also recommended that members of the leadership team address the stated concerns of teachers in their questionnaire responses. Two recommendations for future research were identified. First, it is recommended that additional research on Habits of Mind at nearby elementary schools be conducted to determine the integral processes through which the program is implemented within other settings. Second, it is recommended that the level of student understanding involving the 16 components of Habits of Mind be identified and then the findings be used to guide future program development.
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Margeson, Alana. "Grade 9 Teachers' Perceptions of Habits of Mind and Academic Success." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6237.

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Grade 9 students' academic failure has been documented to lead to future academic failure at the secondary level. Research has shown that lack of persistence and problem solving behaviors when dealing with adversity have multiple consequences, including low self-esteem and dropout. The purpose of this qualitative exploratory case study was to examine Grade 9 teachers' perceptions related to the use of Habits of Mind, a program designed to address the dispositions of thinkers when faced with problems such as resilience or persistence. Guided by Bandura's social cognitive learning theory, which holds that environment relates directly to behaviors and feelings of self-efficacy, the study was designed to examine teachers' perceptions regarding Habits of Mind and academic success. The research questions addressed teachers' perceptions about utilizing specific habits of mind to support students' academic success as well as how teachers' instructional designs incorporate Habits of Mind. Interviews with 10 9th grade teachers and surveys were used to gather data. Data analysis was conducted in a process of pre-coding, ongoing coding, and development of themes from the data. Results showed that teachers perceived habits of mind as necessary for success, handling adversity, and adapting to life beyond high school. They also indicated that the desire for purposeful collegial interactions most effectively embeds habits of mind instruction within and beyond classrooms. Implications for social change include maximizing students' problem solving strategies and knowledge related to dealing with adversity, including failure, in order to help prepare students for successful post-secondary academic experiences, employment, and productive, responsible citizenship.
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Hogan, Jillian. "Ensemble Habits of Mind: Which are Taught (and Not Taught) in High School Music." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109221.

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Thesis advisor: Ellen Winner
Public polling and anecdotal evidence suggests that the general public greatly values music education. I argue that this is not because of content, discipline-specific skills like reading music notation or playing the trumpet, but because of the generalizable habits of mind, or broad thinking dispositions, that teachers teach in ensembles. Through analysis of systematic observation and interview data from multiple rehearsals of six band, choir and orchestra ensembles, eight Ensemble Habits of Mind emerged: Evaluate, Express, Imagine, Listen, Notice, Participate in Community, Persist, and Set Goals & Be Prepared. Using methodology similar to that of parallel work identifying Studio Habits of Mind in visual arts education (Hetland et al., 2013), this study shows many similarities between habits of mind in the two disciplines. However, two habits of mind that were specifically sought out in observations because they are frequently reported in advocacy arguments, Use Creativity and Recognize More than One Correct Answer, were not observed even under broad inclusion criteria. Suggestions are given for the practical application of these findings and discussion of how this framework can simultaneously support the good thinking happening in traditional large ensembles while bolstering rationale that informal music learning and other means of student-centered music making should be included in music programs in order to advance students’ creative thinking and tolerance for ambiguity
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Psychology
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Badenhorst, Douw Hendrik. "Technology teachers’ disposition towards critical thinking in terms of their habits of mind." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/80461.

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The South African Department of Basic Education (2011) has articulated the need for learners to think critically. The development of critical thinking skills has therefore been explicitly included in various education policies, such as the National Curriculum Statement Grades R-12. Technology, a relatively new subject in South African schools, provides many opportunities to foster critical thinking skills through, for example, problem solving. Technology offers a wide spectrum of problems – ranging from well-structured to illstructured problems. Well-structured problems are constrained problems with convergent solutions and are the most commonly found problems in schools and universities, but ill-structured problems have multiple possible solutions and solutions paths, which often lead to uncertainty about, for example, the concepts, rules, and principles required to solve the problem. This is particularly true with regard to teaching technology, where there is the added complexity resultant from the designing of solutions (artefacts) to ill-structured problems. This calls for teachers with certain habits of mind, who will be able to nurture a positive disposition toward critical thinking in learners. Facione (2000) points out that engendering the desire to use critical thinking as a means of problem solving prepares the ground for teaching and learning critical thinking skills. Teachers, however, must be willing to use these opportunities to cultivate critical thinking skills in the classroom. While much research has been done on Critical Thinking skills, there is a paucity of literature about teachers’ disposition toward Critical Thinking. This study sought to investigate technology teachers’ disposition toward critical thinking with reference to their habits of mind. Profiling technology teachers’ disposition toward critical thinking can enhance our understanding of the extent to which they are positively or negatively disposed toward critical thinking (CT) in terms of their habits of mind. Such understanding can inform, inter alia, teacher training and curricula in order to reciprocally enhance critical thinking skills and the required habits of mind needed to teach technology The study used a survey design to investigate South African Technology teachers’ disposition toward CT. Grades 8, and 9 technology teachers were targeted; they were invited via an email to participate in the study in which standard ethical protocols were followed. A link in the email directed the participants to an online survey collecting data with 42 statements. Participants were asked to rate their level of agreement with each statement on a six-point scale. The statements were derived from the seven habits of mind as identified by Facione. These are: Self-confidence, Inquisitiveness, Systematicity, Analyticity, Truth-seeking, Open-mindedness and Maturity of Judgment. Half of the statements were formulated to express a clearly favourable disposition toward CT, while the other half were framed to be clearly unfavourable. The frequency of responses in terms of each scale for each statement was counted in order to reveal trends regarding their habits of mind. The research findings reveal that this sample seems to be positively disposed toward CT. The habits of mind that recorded the highest scores were Self-confidence, Inquisitiveness, and Systematicity. The habits of mind that recorded the lowest scores were Open-mindedness and Maturity of Judgment. Females outperformed males in four of the seven habits of mind. Male and female participants scored an equal balance percentage toward Self-confidence and male participants outperformed females in Truth-seeking and Analyticity. Further research is needed to investigate how the disposition and practice of technology teachers encourage critical thinking skills in the classroom.
Dissertation (MEd)--University of Pretoria 2019.
pt2021
Science, Mathematics and Technology Education
MEd
Unrestricted
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Imoro, Kari Benge. "Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/228117.

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This study examines the use of Studio Thinking's Studio Habits of Mind (Hetland, Winner, Veenema & Sheridan, 2007) as a framework for curriculum design. In order to compare the ideas with other current art education theories, I conduct a literature review that identifies types of thinking accessed in the visual arts classroom. Through the comparison of Hetland et. al.'s Habits of Mind with those cited by current researchers, I discuss the relevance of the Studio Habits of Mind and propose an additional Habit of Mind: Investigate. In order to explore the use of these Habits as a framework for curriculum design, I design several lessons for a local after-school program using an objectives-based lesson template. The difficulty of applying this framework to an existing template indicates the need for a new unit/lesson plan template formatted specifically to a mind-centered approach. I present my design for a new unit template, lesson template and examples. The findings of this research point to a move in art education towards a mind-centered approach in the visual arts classroom and the use of a mind-centered template for unit and lesson planning.
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Guenther, Sammye J. "An examination of fifth grade students' consideration of habits of mind : a case study /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841295.

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Johansson, Johannes. "Changing digital habits." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21208.

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This paper presents research findings related to the human habits of using digital devices. Through theoretical research and empirical fieldwork, it’s clarified that there is a significant concern regarding how we use digital devices and there is health implication that follow. From this baseline this paper presents an application solution designed from the methods of gamification and persuasive computing, concepts where user motivation is a core for success. Therefore, we present a solution based on a social community because from the research and empirical work a community should be a good platform and the social interactions can provide a large amount of the motivation that has been deemed so relevant.
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Jönsson, Seiron Rebecca. "Habits : habitsapp.eco." Thesis, Mittuniversitetet, Institutionen för informationssystem och –teknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-39102.

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This report deals with the creation of Habit's website, which is aimed at private customers, habitsapp.eco. Habits is a small company in Gothenburg and they want to help companies, organizations and individuals to reduce their environmental impact in an easy and fun way. They have developed a web-based tool for this that will be launched in the fall of 2020 and the website created will be their "face out" for the tool aimed at private individuals. The report describes the steps and tools that were made and used to create this site. User stories have been made to get to know the user and identify their needs, sketches of the website have been made to easily illustrate how the site would look like and a sitemap has been created to know which pages the project should contain. How the creation has been done from HTML to Twig and the functionality behind things like menu, questions and answers section, support for multiple languages etc. Is brought up. In addition to this, tests have also been done by both me and my supervisor at Habits. Various tools have been used to ensure that the load time remains within an approved framework and tools such as the WAVE Evaluation Tool have been used to ensure the availability of the site. In the end, there is a finished product that fulfills Habit's purpose and hopefully is representative of their service and can draw users into their web-based tools.
Denna rapport behandlar skapandet av Habits webbplats som riktar sig till privatkunder, habitsapp.eco. Habits är ett mindre företag i Göteborg och de vill hjälpa företag, organisation och privatpersoner att minska sin miljöpåverkan på ett lätt och roligt sätt. De har utvecklat ett webbaserat verktyg för detta som kommer lanseras hösten 2020 och webbplatsen som skapas kommer vara deras ”ansikte utåt” för det verktyg som är riktat till privatpersoner. I rapporten gås det igenom vilka steg och verktyg som gjorts och använts för skapandet av denna webbplats. User stories har gjorts för att lära känna användaren och identifiera deras behov, skisser över webbplatsen har gjorts för att enkelt kunna illustrera hur webbplatsen skulle se ut och en sitemap har skapats för att veta vilka sidor projektet skall innehålla. Hur skapandet har gjorts från HTML till Twig och funktionalitet bakom saker som meny, frågor och svar-sektionen, stöd för flera språk mm. Tas upp. Utöver detta har också tester gjorts av både mig och min handledare på Habits. Olika verktyg för att säkerställa att laddningstiden håller sig inom en godkänd ram har gjorts och verktyg som WAVE Evaluation Tool har använts för att säkerställa webbplatsens tillgänglighet. I slutändan finns en färdig produkt som fyller Habits syfte och förhoppningsvis är representativ för deras tjänst och kan dra in användare till deras webbaserade verktyg.
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Books on the topic "Engineering habits of mind"

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Mark, June. Algebraic habits of mind: Teaching guide. Portsmouth, NH: firsthand/Heinemann, 2014.

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Boyes, Karen. Developing habits of mind in elementary schools. Alexandria, Va: ASCD, 2009.

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Graham, Watts, and Association for Supervision and Curriculum Development., eds. Developing habits of mind in elementary schools. Alexandria, Va: ASCD, 2009.

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Boyes, Karen. Developing habits of mind in secondary schools. Alexandria, Va: ASCD, 2009.

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Boyes, Karen. Developing habits of mind in elementary schools. Alexandria, Va: ASCD, 2009.

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Neukart, Florian. Reverse Engineering the Mind. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16176-7.

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Scorza, Jason A. Strong liberalism: Habits of mind for democratic citizenship. Hanover, NH: University Press of New England, 2008.

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Scorza, Jason A. Strong liberalism: Habits of mind for democratic citizenship. Medford, MA: Tufts University Press ; University Press of New England, 2007.

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Trow, Katherine. Habits of mind: The Experimental College Program at Berkeley. Berkeley, Calif: Institute of Governmental Studies Press, University of California, Berkeley, 1998.

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Habits of the mind: Critical thinking in the classroom. Lanham, Md: University Press of America, 1995.

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Book chapters on the topic "Engineering habits of mind"

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Van Meeteren, Beth Dykstra. "The Importance of Developing Engineering Habits of Mind in Early Engineering Education." In Early Mathematics Learning and Development, 37–52. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8621-2_4.

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Lippard, Christine N., Katie L. Riley, and Monica H. Lamm. "Encouraging the Development of Engineering Habits of Mind in Prekindergarten Learners." In Early Mathematics Learning and Development, 19–36. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8621-2_3.

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Spektor-Levy, Ornit, and Taly Shechter. "Learning Environments that Improve STEM Capabilities in Israel: Constructional Play and Preschoolers’ Engineering Habits of Mind." In Play and STEM Education in the Early Years, 311–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99830-1_15.

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Gross, Zoltan. "The Dyad." In Changing Habits of Mind, 1–25. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-1.

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Gross, Zoltan. "The Paradigmatic Shift." In Changing Habits of Mind, 26–43. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-2.

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Gross, Zoltan. "A Theory of the Mind." In Changing Habits of Mind, 44–74. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-3.

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Gross, Zoltan. "The Ghost in the Machine." In Changing Habits of Mind, 75–92. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-4.

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Gross, Zoltan. "The “I” and Its Psychological Selves." In Changing Habits of Mind, 93–115. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-5.

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Gross, Zoltan. "What Emotions and Feelings Really Are!" In Changing Habits of Mind, 116–28. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-6.

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Gross, Zoltan. "Emotions and Feelings." In Changing Habits of Mind, 129–58. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-7.

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Conference papers on the topic "Engineering habits of mind"

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Lavery, Thomas, and Catherine O'Donnell. "DEVELOPING INCLUSIVITY IN ROBOTICS EDUCATION IN BOTH PRIMARY AND POST-PRIMARY SCHOOLS WITH ENGINEERING HABITS OF MIND." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1542.

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Lavery, Thomas, and Catherine O'Donnell. "USING ROBOTICS IN THE CLASSROOM TO DEVELOP SKILLS NEEDED IN THE 21ST CENTURY WORKPLACE AND TO PROMOTE ENGINEERING HABITS OF MIND." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1391.

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Kusumaningrum, Dwi Sulistya. "Comparison of mathematics learning outcomes and habits of mind between senior high school and vocational high school graduates of informatics engineering study program." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0042085.

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Matsuura, Ryota. "Assessing Secondary Teachers' Algebraic Habits of Mind." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439237.

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Hwang, Yohan. "Poetic Habits of Mind in TESOL Teacher Preparation." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433370.

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Alkiyumi, Mohammed. "THE TRANSITION OF MIND HABITS TOWARDS WRITING SCIENTIFIC RESEARCH." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1862.

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Hizqiyah, Ida Yayu Nurul, Moh Nurhadi, Ari Widodo, and Riandi Riandi. "Developing Habits of Mind through Web Based Learning Approach." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.73.

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Hizqiyah, Ida Yayu Nurul, Ari Widodo, Siti Sriyati, and Wawan Setiawan. "The profile of biology teacher’s habits of mind in high school." In INTERNATIONAL CONFERENCE ON BIOLOGY AND APPLIED SCIENCE (ICOBAS). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5115710.

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Lubis, Rina Sari, Ikrar Pramudya, and Sri Subanti. "Mathematics Literacy: Newman’s Error Analysis (NEA) Review from Habits of Mind." In International Conference of Mathematics and Mathematics Education (I-CMME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.033.

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Aprilia, Almyra, and Dian Usdiana. "Analysis of mathematical habits of mind for senior high school students." In PROCEEDING OF INTERNATIONAL CONFERENCE ON FRONTIERS OF SCIENCE AND TECHNOLOGY 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0106860.

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Reports on the topic "Engineering habits of mind"

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Coffey, Timothy. Chance Favors Only the Prepared Mind: The Proper Role for U.S. Department of Defense Science and Engineering Workforce. Fort Belvoir, VA: Defense Technical Information Center, August 2013. http://dx.doi.org/10.21236/ada622191.

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Geisthardt, Eric, Burton Suedel, and John Janssen. Monitoring the Milwaukee Harbor breakwater : an Engineering With Nature® (EWN®) demonstration project. Engineer Research and Development Center (U.S.), March 2021. http://dx.doi.org/10.21079/11681/40022.

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The US Army Corps of Engineers (USACE) maintains breakwaters in Milwaukee Harbor. USACE’s Engineering With Nature® (EWN®) breakwater demonstration project created rocky aquatic habitat with cobbles (10–20 cm) covering boulders (6–8 metric tons) along a 152 m section. A prolific population of Hemimysis anomala, an introduced Pontocaspian mysid and important food source for local pelagic fishes, was significantly (p < .05) more abundant on cobbles versus boulders. Food-habits data of alewife (Alosa pseudoharengus) and rainbow smelt (Osmerus mordax) provided evidence that H. anomala were a common prey item. Night surveys and gill netting confirmed O. mordax preferred foraging on the cobbles (p < .05) and consumed more H. anomala than at the reference site (p < .05). H. anomala comprised a significant portion of the diets of young-of-the-year (YOY) yellow perch (Perca flavescens), YOY largemouth bass (Micropterus salmoides), and juvenile rock bass (Ambloplites rupestris) caught on the breakwater. The natural features’ construction on the breakwater increased the available habitat for this benthopelagic macroinvertebrate and created a novel ecosystem benefiting forage fish and a nursery habitat benefiting nearshore game fish juveniles. These data will encourage the application of EWN concepts during structural repairs at other built navigation infrastructure.
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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