Enhancing interdisciplinary skills in engineering with the cognitive tools of storytelling
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© 2020 SEFI 47th Annual Conference: Varietas Delectat... Complexity is the New Normality, Proceedings. All rights reserved.The studies carried out so far on how digital native students learn and think make researchers reevaluate the importance of the development of interdisciplinarity in higher education. In the case of engineering programs, the issue of strengthening interdisciplinarity is often hampered by the modality of logical-scientific thinking that predominates in all its courses and disciplines. The present work was based on the importance of the development of the narrative-artistic modality of thinking and the way to enhance creative experiences in the educational field. The cognitive tools of storytelling were adapted for the design of non-engineering, co-curricular activities related to fine arts and literature and were included in different programs of engineering. The methodology used was quantitative-experimental with a Solomon 4-group design and involved 183 engineering students. The measurement of results was carried out using different VALUE rubrics to evaluate the development of interdisciplinary skills and competencies of students, including critical thinking, creative thinking, and intercultural knowledge. The results showed that the selected cognitive tools of storytelling were highly useful for the development of interdisciplinary skills in engineering students.