Continuity in the Development of Technical Thinking

Continuity in the Development of Technical Thinking

Jaak Umborg (Estonian Aviation Academy, Estonia) and Anne Uukkivi (TTK University of Applied Sciences, Estonia)
Copyright: © 2020 |Pages: 21
DOI: 10.4018/978-1-7998-1591-4.ch006

Abstract

This chapter addresses the development of students' technical thinking using modern technological tools. The aim of the chapter is to show for academics of technical subjects how to increase the efficiency of the learning process with the help of ICT according to the realization of the requirements of the basic principles of didactics. Emphasis is placed on the need for consistency between general education and higher education institutions (HEI) in designing and developing technical thinking and the structure of the technical thinking and its components and how different components of thinking vary in different learning methods. The use of virtual and augmented reality learning environments to enhance student interest and learning motivation and to develop spatial thinking is discussed. Many didactic opportunities and economic advantages of using a web based remote laboratory (RL) and virtual laboratory (VL) are discussed.
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Background

The term “technical thinking” was first used by an engineer and philosopher P. K. Engelmeyer in his book “Filosofija tehniki 1” (Philosophy of Technology, Vol. 1), which was published in Moscow in 1912. He refers to the thinking of technology as a value that ensures success in technical learning and the creation of new technology, but he does not explain technical thinking and its characteristics (Muhina, 2012).

In this chapter, technical thinking is understood according to Muhina (2012) as a complex of intellectual processes and resulting results, which assure the solving of assignments in the field of technical professional activity.

Successful learning and action in the technical field requires good technical abilities, especially technical thinking, which must be developed by preparing specialists in the field. The necessity for the need of developing technical thinking in young people has been pointed out by several researchers (Kudryavtsev, 1975; Autio & Hansen, 2002; Menger, 2010; Мuhina, 2012; Nigmatov, 2015; Sniadkovski & Maj, 2015; Fuchsova & Korenova, 2019). It is particularly important to develop technical thinking while training engineers in higher education (HE). In order to educate engineers effectively, it is important that continuity in the design and development of technical thinking in general education and higher education is assured (Nigmatov, 2015; Mäeots & Umborg, 2017).

Key Terms in this Chapter

Augmented Reality: A combination of a real environment and a virtual environment where virtual objects generated by the software are displayed as images on a real environment.

Didactic Principles: A set of practical teaching principles, rules and techniques created by Johann Amos Komensky in 1632, being further developed during 20th century as generally accepted teaching principles.

Technical Thinking: The thinking what is happening in solving and learning technical problems and tasks. Technical concepts and terms are operated in technical thinking.

Remote Laboratory: Use of telecommunication means to remotely conduct laboratory experiments with real measuring devices and real object of investigations.

Spatial Perception: The ability of student to perceive spatial relationships in respect to the orientation of one's body.

Virtual Reality: The environment created by respective software, in which it is possible to simulate phenomena and objects that do not exist in reality or cannot be created or procured for various reasons.

Virtual Laboratory: A type of laboratory that does not have real measurement devices and objects to be researched, measurement devices used and the objects to be examined are created virtually using the appropriate software.

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