Generation Z’s Learning Experience in Engineering Classroom: Qualitative Study of Lack of Critical Thinking in the Classroom Activities

9 pages•Published: December 11, 2023

Abstract

With the influx of a new workforce (Generation Z) into the construction industry and their dominance in higher education, whether the current educational experience is suitable for this new cohort has been investigated focusing on terminal applications such as IT applications (VR) and software usages (Revit). Limited attention is given to the cognitive process of learning of Generation Z despite their different knowledge acquisition practices – learning is to learn “where to find information” rather than analyzing and synthesizing information. This study did qualitative research and identified driving factors using the Girvan Newman algorithm. From the community analysis, the study found that seeking assistance coupled with the lack of construction fundamentals and limited understanding of construction project documents does not help improve learning. The right interpretation of the problem statement and enough understanding of the process are required for the successful execution of activities in the project, which can be obtained through the preparation of basic knowledge such as plan reading and construction fundamentals. In addition, providing opportunities for self-assessment through metacognition questions should be counted in to promote active learning and exercising critical thinking skills that are analyzing arguments, inferencing, judging information, and making decisions.

Keyphrases: Construction Education, critical thinking, Girvan-Newman algorithm, graph theory, qualitative research

In: Tom Leathem, Wesley Collins and Anthony J. Perrenoud (editors). Proceedings of 59th Annual Associated Schools of Construction International Conference, vol 4, pages 677--685

Links:	https://easychair.org/publications/paper/bnj7
	https://doi.org/10.29007/x1rx