Interdisciplinary approach to the teaching of technical writing in two technological institutes in Brazil and Norway

The teaching of technical writing to novice STEM researchers in two technological institutes, in Brazil (IFSP) and in Norway (NTNU), has been an interdisciplinary effort that integrates linguistic and technical disciplines, while building on the local context and fostering student autonomy. Within t...

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Autores principales:	Rosana Ferrareto Lourenço Rodrigues, Hana Gustafsson
Formato:	article
Lenguaje:	PT
Publicado:	Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte 2021
Materias:	interdisciplinarity. integration. technical writing. technological institutes. autonomy. Special aspects of education LC8-6691 Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/b2a42872be764ebc8c7dfc83134c6735
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spelling	oai:doaj.org-article:b2a42872be764ebc8c7dfc83134c67352021-11-17T17:52:26ZInterdisciplinary approach to the teaching of technical writing in two technological institutes in Brazil and Norway1983-04082447-180110.15628/rbept.2021.11943https://doaj.org/article/b2a42872be764ebc8c7dfc83134c67352021-09-01T00:00:00Zhttps://www2.ifrn.edu.br/ojs/index.php/RBEPT/article/view/11943https://doaj.org/toc/1983-0408https://doaj.org/toc/2447-1801The teaching of technical writing to novice STEM researchers in two technological institutes, in Brazil (IFSP) and in Norway (NTNU), has been an interdisciplinary effort that integrates linguistic and technical disciplines, while building on the local context and fostering student autonomy. Within this approach, we use two tools: the career-related Design Thinking framework, in a pedagogical application that teaches writing alongside project development for problem-solving (RODRIGUES; BAPTISTA, 2019); and the Writer’s Wheel (HAAS, 2009), a writing model that guides students to the understanding and management of their own technical scientific writing process. We show how an integrated approach involves drawing appropriately from several disciplines, leading students from convention to innovation, from the development of linguistic, cognitive and technological strategic competence towards autonomy, based on their needs. We find that teaching writing in parallel with project development guides students to understand and manage their own communication process. We outline possible next steps in the improvement of the approach, with regard to theory and educational practice.Rosana Ferrareto Lourenço RodriguesHana GustafssonInstituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Nortearticleinterdisciplinarity. integration. technical writing. technological institutes. autonomy.Special aspects of educationLC8-6691Theory and practice of educationLB5-3640PTRevista Brasileira da Educação Profissional e Tecnológica, Vol 1, Iss 20, Pp e11943-e11943 (2021)
institution	DOAJ
collection	DOAJ
language	PT
topic	interdisciplinarity. integration. technical writing. technological institutes. autonomy. Special aspects of education LC8-6691 Theory and practice of education LB5-3640
spellingShingle	interdisciplinarity. integration. technical writing. technological institutes. autonomy. Special aspects of education LC8-6691 Theory and practice of education LB5-3640 Rosana Ferrareto Lourenço Rodrigues Hana Gustafsson Interdisciplinary approach to the teaching of technical writing in two technological institutes in Brazil and Norway
description	The teaching of technical writing to novice STEM researchers in two technological institutes, in Brazil (IFSP) and in Norway (NTNU), has been an interdisciplinary effort that integrates linguistic and technical disciplines, while building on the local context and fostering student autonomy. Within this approach, we use two tools: the career-related Design Thinking framework, in a pedagogical application that teaches writing alongside project development for problem-solving (RODRIGUES; BAPTISTA, 2019); and the Writer’s Wheel (HAAS, 2009), a writing model that guides students to the understanding and management of their own technical scientific writing process. We show how an integrated approach involves drawing appropriately from several disciplines, leading students from convention to innovation, from the development of linguistic, cognitive and technological strategic competence towards autonomy, based on their needs. We find that teaching writing in parallel with project development guides students to understand and manage their own communication process. We outline possible next steps in the improvement of the approach, with regard to theory and educational practice.
format	article
author	Rosana Ferrareto Lourenço Rodrigues Hana Gustafsson
author_facet	Rosana Ferrareto Lourenço Rodrigues Hana Gustafsson
author_sort	Rosana Ferrareto Lourenço Rodrigues
title	Interdisciplinary approach to the teaching of technical writing in two technological institutes in Brazil and Norway
title_short	Interdisciplinary approach to the teaching of technical writing in two technological institutes in Brazil and Norway
title_full	Interdisciplinary approach to the teaching of technical writing in two technological institutes in Brazil and Norway
title_fullStr	Interdisciplinary approach to the teaching of technical writing in two technological institutes in Brazil and Norway
title_full_unstemmed	Interdisciplinary approach to the teaching of technical writing in two technological institutes in Brazil and Norway
title_sort	interdisciplinary approach to the teaching of technical writing in two technological institutes in brazil and norway
publisher	Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte
publishDate	2021
url	https://doaj.org/article/b2a42872be764ebc8c7dfc83134c6735
work_keys_str_mv	AT rosanaferraretolourencorodrigues interdisciplinaryapproachtotheteachingoftechnicalwritingintwotechnologicalinstitutesinbrazilandnorway AT hanagustafsson interdisciplinaryapproachtotheteachingoftechnicalwritingintwotechnologicalinstitutesinbrazilandnorway
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Interdisciplinary approach to the teaching of technical writing in two technological institutes in Brazil and Norway

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