Abstract
This paper explains process of integrating the pertinent elements of critical thinking and mathematical thinking using Straussian grounded theory methodology. The process of integrating the pertinent elements occurs during selective coding process in the grounded theory analysis. Findings from open coding and axial coding process are the main source of information for development of the selective coding. The selective coding process employs the reflective coding matrix to develop and contextualize the core category. The refined core category depicts the process theory of justifying decision reasonably in dominating orientation. A conditional matrix is then developed as a coding device to visualize the process theory. The study contributes useful information to engineering education instructions, which is aligned with the expectations of engineering program outcomes set by the Engineering Accreditation Council.
Highlights
Critical thinking is generally recognized as an important skill and a primary goal of higher education
This study is cond ucted to generate a substantive theory pertaining to critical thinking and mathematical thinking, which is currently still lacking in relation to the civil engineer ing practices
This study reveals that integrating the pertinent elements of critical thinking and mathematical thinking in grounded theory analysis is to understand the interaction among the pertinent elements of critical thinking and mathematical emerged during the open coding process
Summary
Critical thinking is generally recognized as an important skill and a primary goal of higher education. The current scenario to facilitate civil engineering students' learning of engineering m athematics seems to be inadequate in enhancing students' ability to apply the mathematical knowledge and skills analytically and critically. It makes the transfer of learning across the students area of study does not occur as efficiently as would have exp ected (Rahman, Yusof, Ismail, Kashefi, and Firouzian, 2013; Rebello and Cui, 2008; Townend, 2001; Yusof and Rahman, 2004). Findings from the previous study have shown congruence between critical thinking and mathematical thinking (Radzi, Abu, Mohammad, and Abdullah, 2011; Radzi, Mohamad, Abu, and Phang, 2012) It indicates an existence of a close relationship between these two thinking in the real civil engineering workplace context. Insight into the interaction among pertinent elements of these two thinking is anticipated to lubricate and accelerate the process of understanding, applying and transferring mathematical knowledge into engineering education
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