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dc.contributor.authorSeery, Niall
dc.contributor.authorBuckley, Jeffrey
dc.contributor.authorHyland, Tomás
dc.identifier.citationSeery, N., Buckley, J., Hyland, T., Canty, D. (2016). MIND strengths: the unique cognitive architecture of engineering and technology students.en_US
dc.identifier.otherTechnology Education Research Group - Conference Papersen_US
dc.description.abstractEngineering and technology education is uniquely positioned within formal education systems to facilitate the development of a broad range of cognitive competencies such as designerly thinking, spatial reasoning and modelling. It is posited that this environment requires an entirely different mental discipline due to the substantial presence of design as a learning medium. Therefore, it is paramount to explicitly identify this cognitive architecture to support the educational aims of the discipline. The ‘MIND’ strengths framework is presented as a potential cognitive framework for engineering and technology education. Aligning with this, the ‘MIND’ strengths survey was administered to a cohort of final year engineering and technology education students. The results of this survey identify it as a reliable tool and an initial ‘MIND’ profile is subsequently deduced. Findings also present the potential of a gender difference favouring males within the survey which aligns with pertinent psychometric literature.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Ireland*
dc.subjectTechnology educationen_US
dc.subjectEngineering educationen_US
dc.subjectCognitive architecturesen_US
dc.titleMIND strengths: the unique cognitive architecture of engineering and technology students.en_US
dc.identifier.conference33rd International Manufacturing Conference 31st August - 1st September 2016 University of Limerick, Ireland
dc.identifier.doidoi: 10.13140/RG.2.2.21898.88002
dc.rights.accessOpen Accessen_US

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Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ireland