Art as Metacognitive Tool for Critical Thinking in Engineering Chapter in Scopus uri icon

abstract

  • The study hypothesis developed in this chapter is that the exercise of artArtart, exercise ofcriticismArtart criticism and aesthetic judgmentJudgmentjudgment, aesthetic encourages the emergence of such specific temperamentTemperament dispositions necessary for a substantial increase in critical thinkingThinkingthinking, critical skills in engineering studentsEngineeringengineering students. The metacognitiveEffortsefforts, meta¿cognitivetoolsTooltool, metacognitive designed in this work considered that criticalityCriticalityrequires sensitivitySensitivity to problems and skills to redefine approaches beyond subjectionSubjection to functional fixationFixationfixation, functional, a frequent cognitive biasBiasbias, cognitive of engineering studentsEngineeringengineering students. Some of the competenciesCompetencies analyzed belong to the category of soft skillsSkillskill, soft: such as critical and creative thinkingThinkingthinking, creative or the ability to embrace contradictionsContradiction and take risks; while others belong to the category of digital literacy skillsLiteracy skill, digital: the ability to understand, interpret or evaluate information that is presented in fragmented, branched or visual-graphicVisual¿graphic formats. This chapter shows thatReflectionreflection, moments ofthe momentsMoment of aesthetic reflectionReflectionreflection, aesthetic and artistic experienceExperienceexperience, artistic in the engineering classroomEngineeringengineering classroom, including theaterTheater, literature, fine artsArtart, fine, modern danceDancedance, modern, and classical musicMusicmusic, classical, are highly effective because the reflection on an artistic artifactArtifactartifact, artistic goes beyond the concept of utilitarianismUtilitarianismand functionalityFunctionality. The advantage of inserting flexible artistic spotsSpotspot, artistic within the rigid scientific spaceSpacespace, scientific is that the artistic artifact, when intervened by the studentsStudent, awakens in them a state of metacognitiveEffortsefforts, meta¿cognitiveself-awarenessSelf¿awareness, metacognitive that favors criticalityCriticality. Graphical Abstract © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

publication date

  • January 1, 2022