Debunking Contemporary Myths Concerning Engineering

Koen, B.V.

doi:10.1007/978-94-007-7762-0_10

Cited by 12 publications

(10 citation statements)

References 2 publications

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“…Engineering epitomizes common sense as a fundamental method of reasoning (Pitt 2013) and looking forward to devising actions changing the present for some desired future (Schmidt 2013) instead of looking backward to explain the past or to describe the present (Koen 2013;Vincenti 1990). Therefore, knowledge in engineering has to do with the way the world is changed not with its understanding (Auyang 2009;McCarthy 2008).…”

Section: The Scientific Methods Produces Scientific Knowledge What Mementioning

confidence: 99%

“…During the second part of that century "… the economies of scale were dominant, large hierarchical organizations were the rule, and engineers became increasingly scientific in response to perceptions of the status of science after the war" (Goldberg 2009 176). But, the end of cold-war revealed the need to debunk the myth of engineering as applied science (Koen 2013).…”

Section: What Is Engineering?mentioning

confidence: 99%

“…In 2007 the first "Workshop on Philosophy and Engineering" (wpe) in Delft marked the formal beginning of Conferences on Philosophy on Engineering. In 2010 philosophy of engineering continues to strengthen with the 2010 Forum on Philosophy, Engineering, and Technology (fpet-2010) held on 9-10 May 2010 at the Colorado School of Mines in Golden, co (Koen 2013). Since then on a biennial basis up to November 2020, as an online forum because of the covid-19 pandemics.…”

Section: What Is Engineering?mentioning

confidence: 99%

“…Then, engineering calls for a particular sort of action, a purposeful dynamics of human beings guided or supported by processes, procedures, technical artifacts, and the know-how to provide the extension of the possibilities of action. Therefore, it is still valid to conceive an engineer as Sir William Fairbain did: a person "who seeks in his mind, who sets his mental powers in action, in order to discover or devise some means of succeeding in a difficult task he may have to perform" (Burke 1979;Koen 2013).…”

Section: What Is Engineering?mentioning

confidence: 99%

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De la Filosofía de la Tecnología a la Filosofía de la Ingeniería

López-Cruz

2021

Rev. colomb. filos. cienc.

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La creencia generalizada, heredada del inicio del siglo xx, dice que la ingeniería es la aplicación del conocimiento científico. Sin embargo, mediante la comprensión de los conceptos de técnica y tecnología, más allá de un asunto lingüístico, aparece la escena la ingeniería con más líneas de trabajo que solo los asuntos éticos que han sido de amplia consideración en la tradición de la filosofía de la ingeniería o incluso en la sociología de la tecnología. Con una detallada disertación sobre la naturaleza del conocimiento en ingeniería y la inspección del proceso para conducir investigación en ingeniería, en contraste con la forma como el método científico genera conocimiento científico, se infiere que además de crear dos diferentes clases de conocimiento humano, la ciencia y la ingeniería requieren de diferentes métodos de investigación, si bien coinciden en algunos puntos.

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Section: The Scientific Methods Produces Scientific Knowledge What Mementioning

confidence: 99%

Section: What Is Engineering?mentioning

confidence: 99%

Section: What Is Engineering?mentioning

confidence: 99%

Section: What Is Engineering?mentioning

confidence: 99%

See 2 more Smart Citations

De la Filosofía de la Tecnología a la Filosofía de la Ingeniería

López-Cruz

2021

Rev. colomb. filos. cienc.

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“…Bil en et al [7] argued that the increasingly global nature of engineering and product development requires engineers with significant prior education in the design process. Design-based learning can teach theoretical underpinnings (facts and knowledge) while enabling development of practical and innovation skills (process) [8][9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Designettes: An Approach to Multidisciplinary Engineering Design Education

Telenko

Wood

Otto

et al. 2015

Journal of Mechanical Design

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Design and other fundamental topics in engineering are often isolated to dedicated courses. An opportunity exists to foster a culture of engineering design and multidisciplinary problem solving throughout the curriculum. Designettes, charettelike design challenges, are rapid and creative learning tools that enable educators to integrate design learning in a single class, across courses, across terms, and across disciplines. When two or more courses join together in a designette, a multidisciplinary learning activity occurs; multiple subjects are integrated and applied to open-ended problems and grand challenges. This practice helps foster a culture of design, and enables the introduction of multidisciplinary design challenges. Studies at the Singapore University of Technology and Design (SUTD) demonstrate learning of engineering subject matter in a bio-inspired robotics designette (MechAnimal), an interactive musical circuit designette, and an automated milk delivery (AutoMilk) designette. Each challenge combines problem clarification, concept generation, and prototyping with subject content such as circuits, biology, thermodynamics, differential equations, or software with controls. From pre-and postsurveys of students, designettes are found to increase students' understanding of engineering concepts. From 321 third-semester students, designettes were found to increase students' perceptions of their ability to solve multidisciplinary problems.

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What is engineering? Elaborating the nature of engineering for K‐12 education

2018

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What is engineering? What do engineers do? How is engineering related to, but distinct from, science? These questions all relate to the nature of engineering (NOE), and as engineering is incorporated into K-12 education across the United States (Moore et al., 2015), the nature of engineering is becoming increasingly important for students and teachers. While many policy documents call for students to learn more about the structure of the engineering discipline (e.g., NAE, 2008; NAE & NRC, 2009; NRC, 2014), little has been done to define the NOE construct. This paper presents key dimensions of the nature of engineering via a framework synthesized from studies of the engineering discipline from philosophical, historical, and sociological perspectives, as well as perspectives from within the engineering field. The framework identifies and elaborates nine features of engineering, each of which capture an important aspect of the nature of engineering. For teachers, these features serve as points of entry for discussing nature of engineering ideas with students. For researchers, the features provide a set of constructs to guide future inquiries into teachers' and students' nature of engineering knowledge.

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Debunking Contemporary Myths Concerning Engineering

Cited by 12 publications

References 2 publications

De la Filosofía de la Tecnología a la Filosofía de la Ingeniería

De la Filosofía de la Tecnología a la Filosofía de la Ingeniería

Designettes: An Approach to Multidisciplinary Engineering Design Education

What is engineering? Elaborating the nature of engineering for K‐12 education

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