Shlomo Waks

Engineering Systems Thinking: A Multifunctional Definition

This paper asks what ‘engineering systems thinking’ is and seeks to determine what distinguishes it from ‘systems thinking.’ The purpose of the study was to identify the characteristics of engineers who are able to think in the manner we call ‘engineering systems thinking.’ The study seeks to define the term ‘engineering systems thinking’ on a theoretical level and then to move from the theoretical level to the operational level. A thorough understanding of ‘engineering systems thinking’ on both the theoretical and operational levels will prove useful in the design of curricula to improve and develop thinking of this sort. Our study was based on 28 interviews, 14 lectures, and 2 observation sites. This paper treats only the material that pertains directly to engineering systems thinking.

Application of the Total Quality Management Approach Principles and the ISO 9000 Standards in Engineering Education.

SUMMARY The first part of this article deals with the applicability of the total quality management (TQM) definition, the methods principles and the underlying strategy for educational systems. Also discussed are continual improvement methodology, updating of teachers and other personnel members and treatment of the student and industry as customers, as well as other aspects. The second part of the article describes several tools and methods for the implementation of TQM and its suitability for a variety of school activities. The third and final parts of the article present a TQM course outline, combining lectures, discussions, suggested reading, a case study and a final project.

Lateral Thinking and Technology Education

The emergence of lateral thinking in recent years is a natural reaction to the enormous increase of information a human being is “bombarded” with, in the post industrial revolution era. Vertical thinking, with its sequential and fixed-order rules, which has been the foundation of traditional education, is increasingly being complemented by lateral thinking which aims at freeing the mind from the imprisonment caused by already established concepts and patterns. Thus paving the way for restructuring thinking patterns and generating new ideas. An attempt is made to show the context of lateral thinking to recent educational psychology developments. Developing lateral thinking skills has already become a pedagogical challenge to many educators. An analysis of technology education and its relevance to lateral thinking is presented in this article. Prospects for utilizing technology education as a platform and a contextual domain for nurturing lateral thinking are discussed. The main notion is that technology education, which is characterized by reconstructive learning activities of designing, making, using and evaluating of matter, energy and information in real-life situations is an appropriate environment for developing complementary incorporation of vertical and lateral thinking. Initial findings of a case study implementing lateral thinking through technology education are encouraging.

Educational Robotics: An Insight into Systems Engineering

SUMMARY The need for engineering educators to influence reform of science-technology education in schools and, especially, contribute in stating technology as a new school subject is argued. The approaches to applying systems theory in education are outlined. An introductory ‘Robotics and Real Time Control Systems’ course has been developed as a possible approach to systems education and insight into engineering. The course concept and the master plan, based on the ‘threaded’ metacurricular approach, are proposed. The stages of design process for the course curriculum are considered. The course has been implemented in a number of high schools in Israel. An example of one project performed by a student team is presented.

Educational features of robot contests: the RoboCup-98 survey

Typical features of entry-, junior- and advanced-level robot contests are presented. The RoboCup educational survey method is considered. Characteristic data on the team members, their activities and motivation to participate in the program, as indicated by the questionnaire results, are discussed. New initiatives directly related to education are derived.

Creative Thinking of Practical Engineering Students during a Design Project.

Creativity in engineering design had become an economic necessity and not merely the privilege of unique individuals. The search for new, innovative and effective ideas in engineering design stands in center of daily creative performance. This search requires sensitivity to gaps of knowledge and information, and the ability to evoke numerous, different and unique ideas about engineering problems. The source of such information or knowledge can be either extrinsic-such as provided by an instructor or expert or intrinsic, which might involve transformation from one field or context to another. Furthermore, interaction with an exterior source as well as developing an inherent drive, have an impact on the motivation to perform creatively. This article, which is based on a study conducted among Israeli practical engineering students, deals with the variations in creative thinking during various stages of a design project and the relation between creative thinking and motivation factors.

An Israeli Study of Longitudinal In-service Training of Mathematics, Science, and Technology Teachers.

Abstract A three-year program of in-service training for mathematics, physics and technology teachers was carried out in Northern Israel. The training program was attached to 10th, 11th and 12th grade (ages 16, 17, 18) curricula. Ongoing in-school tutoring was provided. The longitudinal program was found useful for teachers who have acquired basic knowledge in the discipline they teach. An effective working relationship between teacher and tutor was achieved three to six months into the program. Specific measures must be taken to encourage teachers to move beyond their dependence on tutoring and function independently. The unique needs and issues of teachers in each discipline are discussed.

SPATIAL VISION DEVELOPMENT THROUGH MANIPULATING ROBOT MOVEMENTS

SUMMARY This article deals with spatial reasoning activities required for operating a robot-manipulator. A strategy for learning robot movements, focused on imparting spatial skills, has been developed and implemented in a pilot study on several groups of learners including undergraduate students and teacher trainees at the Technion as well as high-school pupils.

Engineering design projects as a reflection promoter

This article describes examples of reflection documented in a longitudinal research comprising two studies: a three-year three-stage study on technology project-based learning (TPBL) and a three-year two-stage study on engineering thinking (ET). Both studies used qualitative tools such as interviews, active observations, and document analysis. Reflections expressed by 10th grade pupils from eight high schools and 14 post-secondary school students who participated in the TPBL study as well as the reflection findings of experts and undergraduates from the ET study were used. The data analysis indicates that reflection is not generated on its own; it must be fostered. Reflection takes one of three forms: as a reaction to an irregularity or error made when working on the system design; conducted in groups that is inherent to the design process in industry; and from intuition that something may not be quite right, even though preliminary results seem to be correct.

Modular Learning in Electrical Engineering.

A learning module specially suited for subjects in technology and engineering is presented. Its main features are: Integration of theory and laboratory experimentation; integration of individualized mastery learning with frontal instruction; orientation from system to components; remedy learning material prepared ahead of time. The learning package is of cybernetic nature: A net of feedback loops is built into the module so that faults are detected by the learner on the spot and adequate corrective (remedial) measures are taken immediately, so as to minimize cumulative lagging in the learning process.