A typical day in a computer science engineering course, centered around an interdisciplinary project, exemplifies the learning dynamics of mimesis, synthesis, and reflexivity. In this project, students collaborate to develop a web application, integrating knowledge from various disciplines while reflecting on their learning process.

1. Mimesis: Learning through Imitation

Mimesis, or learning by imitation, is a foundational step in skill acquisition. In this phase, the instructor presents examples of successful projects or existing applications, enabling students to understand methodologies and best practices.

Concrete Example: At the project's outset, the instructor showcases examples of effective programming practices and interface design. Students are encouraged to observe and replicate these models to establish a solid foundation before progressing to more independent and creative tasks.

Theoretical Reference: Vygotsky (1978) emphasizes that learning by imitation is crucial, as it allows learners to build upon models before developing their autonomy. This aligns with his concept of the Zone of Proximal Development, where students can accomplish tasks with appropriate support.

2. Synthesis: Connecting Knowledge

Synthesis occurs when students integrate knowledge from different disciplines to solve complex problems. In this project, they combine programming skills with concepts from areas such as database management, ergonomics, and web design.

Concrete Example: To develop the application interface, students merge technical programming skills with knowledge from previous courses on agile project management and ergonomics.

Theoretical Reference: Dewey (1938) underscores that integrating knowledge enhances critical thinking. He argues that learning should be an active and experiential process, enabling students to connect various disciplines to address complex issues.

3. Reflexivity: Analyzing Learning

The final phase of the project encourages students to adopt a reflective approach. After working on their application, they assess their choices, analyze challenges faced, and reflect on the skills acquired. This reflection is often supported by journals or group discussions.

Concrete Example: At the project's conclusion, each student writes a reflection on their learning process, evaluating successes, mistakes, and areas for improvement, both individually and as a group.

Theoretical Reference: Reflective learning is a vital component of modern pedagogy. Schön (1983) suggests that reflection helps students better understand their actions and improve their skills by stepping back from their experiences.

As a summary, this interdisciplinary project approach that incorporates mimesis, synthesis, and reflexivity fosters both technical and non-technical skills in engineering students. By learning through imitation, synthesizing knowledge from various fields, and engaging in reflective practices, students are prepared for the complexities of modern professional environments. The integration of these elements in the learning process enables them to become more competent and thoughtful professionals, equipped to navigate global challenges in an interconnected world.

References:

• Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes.
• Dewey, J. (1938). Experience and Education.
• Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action.
• Sochacka, N.W., et al. (2018). Positionality practices and dimensions of impact on equity research in engineering education. Journal of Engineering Education, 107(3), 355–361.
• Ziegler, M., et al. (2023). Emotions in engineering education: A configurative meta-synthesis. Frontiers in Education, 8, 1–15.
• Shermadou, A., et al. (2023). Purdue ENE collaborative research project aims to develop reflexivity in engineers.