Engineering Identities, Epistemologies and Values

doi:10.1007/978-3-319-16172-3

Cited by 14 publications

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“…It is important at the outset to differentiate the content knowledge of engineering from the pedagogical knowledge being examined. In their disciplinary scholarship, the participants' content knowledge can be described as a nexus of engineering theory and application (Christensen et al, 2015). In the current paper, I examine their experiences at a similar nexus of "practice informed by theory and theory informed by practice" (la Velle, 2019, p. 369) but specifically in their scholarly interactions with theory in TEL.…”

Section: Introductionmentioning

confidence: 99%

Engineering academics and technology enhanced learning; A phenomenographic approach to establish conceptions of scholarly interactions with theory

Moffitt¹

2020

Studies in Technology Enhanced Learning

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Section: Introductionmentioning

confidence: 99%

Engineering academics and technology enhanced learning; A phenomenographic approach to establish conceptions of scholarly interactions with theory

Moffitt¹

2020

Studies in Technology Enhanced Learning

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Exploring epistemic aspects of engineering for K–12 science and engineering education

Yesilyurt,

Deniz,

Kaya

2024

J of Engineering Edu

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BackgroundSince the advent of the Next Generation Science Standards (NGSS), there has been an increasing focus on engineering in K–12 education. As educators and researchers have gained a better understanding of the nature of engineering in the decade following the release of the NGSS, there are new opportunities for growth and complexity.PurposeThis study used an epistemological approach to seek insights from experts in the science and engineering communities about the prominent aspects of engineering for K–12 education.Design/MethodThis mixed‐methods study employed a three‐round Delphi study and a focus group meeting to elicit experts' opinions on the epistemic aspects of engineering that could shed light on the nature of engineering knowledge and practices. Constructivist grounded theory methodology was used to identify preliminary themes concerning the epistemic aspects of engineering and then to develop main themes by combining relevant themes together.ResultsThe analysis process yielded 21 preliminary themes that reflect key ideas about the engineering knowledge base, engineering design activities, and values and norms of the engineering community. Additionally, the current study identified eight main themes that captured the broader patterns in the data.ConclusionsThe outcome of this study, including the preliminary themes and main themes concerning the epistemic aspects of engineering, could serve as a conceptual tool for establishing and improving students' conceptions of engineering and as a guide for designing and implementing engineering design activities in K–12 education settings.

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Two Revolutions in the Engineering Settings, Many Learning Opportunities

Figueiredo

2019

The Challenges of the Digital Transformation in Education

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Engineering Identities, Epistemologies and Values

Cited by 14 publications

References 109 publications

Engineering academics and technology enhanced learning; A phenomenographic approach to establish conceptions of scholarly interactions with theory

Engineering academics and technology enhanced learning; A phenomenographic approach to establish conceptions of scholarly interactions with theory

Exploring epistemic aspects of engineering for K–12 science and engineering education

Two Revolutions in the Engineering Settings, Many Learning Opportunities

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