Inquiry-Based Guided Learning to Enhance Interest and Higher-Order Thinking in Engineering Graduates: A Computing Education Perspective

Abstract

Engineering graduates should have good critical and logical thinking. Apart from having book knowledge, the student should be able to solve present engineering problems keeping in mind the impact of it towards global, economic, and environment aspects. The traditional teaching methodology, being teacher centered with passive students, using blackboard and audiovisual presentations will not impart the skills required for a professional student. To impart self-learning and inquiry-based learning abilities which help students in lifelong learning process, changing the teaching methodologies and evaluating system is required. This paper presents the modern teaching-learning methodology based on activity-based inquiry-guided learning (IGL). It also elevates the results of its implementation as a case study. IGL is more student centered and gives more focus on learning rather than teaching. Along with the steps involved in designing activities, the assessment methods used are covered here. The IGL methodology which is student centered when integrated into curriculum promotes process skills, peer communication, critical thinking, student-teacher relationships, lifelong learning, and responsibility for one’s own learning.