“This job is a great scientific adventure. But it’s also a great human adventure.”

Isaac Asimov, American writer, professor of biochemistry

Throughout my education, I’ve encountered various teaching methods that have shaped my learning experiences. In the workplace, interactions with supervisors and coworkers have presented valuable opportunities for growth. Drawing upon my experiences at BC Hydro, Lafarge, and EXP Engineering, I’ve been exposed to three teaching approaches: behaviourism, cognitivism, and constructivism. Each of these methods played a unique role in my professional development, offering valuable insights and enhancing my skill set.

Behaviourism at BC Hydro

During my time at BC Hydro, behaviourism played a role in my learning process. Supervisors and coworkers employed this approach by focusing on external skills I have brought and reinforcing positive behaviours. For instance, when I successfully completed a complex project such as a large concrete design, my supervisor and lead engineer would acknowledge my achievement with praise and recognition. This positive reinforcement motivated me to continue excelling in my work, reinforcing the desired behaviours and enhancing my job performance.

Cognitivism at Lafarge

At Lafarge, the teaching method shifted towards cognitivism. I had the opportunity to attend training sessions and workshops that were designed to expand our knowledge and enhance our problem-solving abilities. These learning experiences increased my critical thinking, as they encouraged us to analyze situations from different perspectives. By engaging in discussions with coworkers and participating in interactive activities, we developed a deeper understanding of the tasks at hand and acquired valuable cognitive skills.

Constructivism at EXP Engineering

My time at EXP Engineering provided a profound example of constructivism in action. This approach focuses on active learning, where individuals construct their own knowledge through hands-on experiences and collaboration. At EXP Engineering, I was assigned to a project team where we collectively worked on solving a complex engineering problem involving failing retaining walls. Through group discussions, brainstorming sessions, and practical experiments, we actively engaged in constructing knowledge. This approach encouraged creativity, teamwork, and problem-solving skills, enabling us to find innovative solutions to the challenges we faced.

Conclusion

Reflecting on my experiences at BC Hydro, Lafarge, and EXP Engineering, I have witnessed the power of different teaching methods in shaping my professional growth. Behaviourism at BC Hydro reinforced positive behaviours and motivated me to excel. Cognitivism at Lafarge enhanced my problem-solving abilities and expanded my knowledge base. Finally, constructivism at EXP Engineering encouraged active learning, collaboration, and creativity. As we navigate our careers, it is essential to recognize the impact that various teaching methods have on our development and embrace these opportunities for continuous learning and improvement.