Engineering design in the classroom: Is it good science education or is it revolting?
Engineering design in the classroom: Is it good science education or is it revolting?
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课堂上的工程设计：这是良好的科学教育还是令人反感？
DOI：
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
W. Carlsen
中科院分区：
文献类型：
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作者：
W. Carlsen
今天，科学教育的重点正在发生变化，包括从狭隘的科学学科观点转向更注重社会和技术背景的观点。本文报告了在美国一所大学工程学院开设的在职专业发展课程之后，在大约24个美国中学理科教室中实施工程设计项目的情况。利用对该项目的评估数据和三个社会学主题--保密性和所有权、社会说服力和事实的地位，以及金钱和科学之间的关系--我认为，技术设计项目为教授科学教育中的新主题提供了一种在社会学上富有成效的方法。然而，教师必须重新思考其学科的性质，如果他们的培训重点是纪律，这可能是困难的。
The changing emphasis of science education today includes a shift from a narrowly disciplinary view of science to a more socially and technologically situated perspective. This article reports on the implementation of engineering design projects in about two dozen U. S. secondary science classrooms, following an inservice professional development course conducted at a university engineering college. Using data from an evaluation of the project and three sociological themes—secrecy and ownership, social persuasion and the status of facts, and the relationship between money and science—I argue that technological design projects provide a sociologically fruitful approach for teaching new themes in science education. However, teachers must rethink the nature of their subject matter, something that may be difficult if their training was disciplinary in emphasis.