Abstract
This paper presents a qualitative action research study, designed to explore the transformative impact of critical thinking on undergraduate Geotechnical Education students in Greece. The methodology was an intervention, consisting of thirteen workshops, premised on aesthetic experience and research action. A pre-intervention discussion identified limited academic and scientific socialization and, therefore, demonstrated the need to address this challenge. A focus group discussion was conducted halfway through the research to evaluate the development of the research process. A written interview, upon completion of the intervention, shed light on the impact of the experience on the students. This action research draws on constructivist learning theory, presupposing reflection, action and collective work. Although the data analysis process is currently in progress, initial findings establish broadening of assumptions about the role and mission of a geotechnical scientist, empowerment of soft skills, as well as student agentive potential.
Published Version
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