About this paper

Appears in:
Pages: 5339-5343
Publication year: 2020
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.1441

Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain

ETHICAL DILEMMAS AND DEBATES AS TEACHING METHODOLOGIES TO DEVELOP CRITICAL THINKING COMPETENCE

N. Montanes, D. Lascano, L. Quiles-Carrillo, S. Torres-Giner, E. Rayón

Universitat Politècnica de València (SPAIN)
The creation of the European Higher Education Area (EHEA) has generated important changes in the teaching and learning processes. Students have become the protagonists of their own learning process and the task of the teachers has become that of guiding and tutoring the student in that process. As for the curricula, these should have as a primary objective the acquisition of Competences by students, expanding, without excluding, the traditional approach based on content and teaching hours. Emphasis should be placed on the methods to be used for the learning of these Competences, as well as on the procedures to evaluate their acquisition.

Within the framework of EHEA, the Universitat Politècnica de València (UPV) has developed an institutional project in which 13 Transversal Competences have been defined. All students must work on these Competences and be evaluated for their acquisition throughout their studies. One of the 13 Transversal Competencies of the UPV is “Critical Thinking”. Some of the formative activities that can be used for the development of this Competence in students are case studies, ethical dilemmas, oral presentations, forums, debates, etc. In order to assess the degree of development achieved by the students, the most frequent procedures are exercises or open written tests and oral presentations. As evaluation instruments, the checklists and rubrics stand out.

This work shows examples of application of teaching methodologies called ethical dilemmas and debates in a subject of the Degree in Engineering in Industrial Design and Product Development taught at the UPV. The method chosen to evaluate the degree of acquisition of this Competence is oral presentations. Therefore, an example of the rubric used for the evaluation by the teacher and among peers of these oral presentations is also presented in this work.
@InProceedings{MONTANES2020ETH,
author = {Montanes, N. and Lascano, D. and Quiles-Carrillo, L. and Torres-Giner, S. and Ray{\'{o}}n, E.},
title = {ETHICAL DILEMMAS AND DEBATES AS TEACHING METHODOLOGIES TO DEVELOP CRITICAL THINKING COMPETENCE},
series = {14th International Technology, Education and Development Conference},
booktitle = {INTED2020 Proceedings},
isbn = {978-84-09-17939-8},
issn = {2340-1079},
doi = {10.21125/inted.2020.1441},
url = {http://dx.doi.org/10.21125/inted.2020.1441},
publisher = {IATED},
location = {Valencia, Spain},
month = {2-4 March, 2020},
year = {2020},
pages = {5339-5343}}
TY - CONF
AU - N. Montanes AU - D. Lascano AU - L. Quiles-Carrillo AU - S. Torres-Giner AU - E. Rayón
TI - ETHICAL DILEMMAS AND DEBATES AS TEACHING METHODOLOGIES TO DEVELOP CRITICAL THINKING COMPETENCE
SN - 978-84-09-17939-8/2340-1079
DO - 10.21125/inted.2020.1441
PY - 2020
Y1 - 2-4 March, 2020
CI - Valencia, Spain
JO - 14th International Technology, Education and Development Conference
JA - INTED2020 Proceedings
SP - 5339
EP - 5343
ER -
N. Montanes, D. Lascano, L. Quiles-Carrillo, S. Torres-Giner, E. Rayón (2020) ETHICAL DILEMMAS AND DEBATES AS TEACHING METHODOLOGIES TO DEVELOP CRITICAL THINKING COMPETENCE, INTED2020 Proceedings, pp. 5339-5343.
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