Students' implicit epistemologies when working at the intersection of engineering and the arts
Students' implicit epistemologies when working at the intersection of engineering and the arts
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DOI：
10.1186/s40594-021-00289-w
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发表时间：
2021-04-13
影响因子：
6.7
通讯作者：
Jayasuriya, Suren
中科院分区：
文献类型：
--
作者：
Cruz, Joshua;Bruhis, Noa;Jayasuriya, Suren
背景：本文探讨了工程与艺术跨学科交叉领域本科生的认识论和话语。我们的研究问题集中于学生在跨学科数字媒体项目中重视、使用和识别的知识类型，以及他们在跨学科交叉领域中如何谈论使用这些认识论。对亚利桑那州立大学艺术、媒体和工程学院数字文化本科学位课程的为期一个学期的高级顶点项目的学生进行了六次采访，该项目强调艺术、媒体和工程之间的交叉。结果：使用演绎编码和话语分析，观察到了包括实证主义、建构主义和实用主义在内的各种学生认识论。 “边界认识论”是作为一种思考和/或构建跨学科具有不同价值的知识的方式而引入的。此外，话语分析强调了学生对艺术家或工程师的认同，并揭示了学生在这些情况下如何使用知识和解决问题的语言选择。结论：数字媒体项目的学生在从事项目时使用流动的、不断变化的认识论观点，部分是由艺术和/或工程方向驱动的。这项研究的结果可能会对未来跨学科顶点的设计和教学产生影响。
Background: This paper explores the epistemologies and discourse of undergraduate students at the transdisciplinary intersection of engineering and the arts. Our research questions focus on the kinds of knowledge that students value, use, and identify within an interdisciplinary digital media program, as well as how they talk about using these epistemologies while navigating this transdisciplinary intersection. Six interviews were conducted with students pursuing a semester-long senior capstone project in the digital culture undergraduate degree program in the School of Arts, Media and Engineering at Arizona State University that emphasizes the intersection between arts, media, and engineering.Results: Using deductive coding followed by discourse analysis, a variety of student epistemologies including positivism, constructionism, and pragmatism were observed. "Border epistemologies" are introduced as a way to think and/or construct knowledge with differing value across disciplines. Further, discourse analysis highlighted students' identifications with being either an artist or an engineer and revealed linguistic choice in how students use knowledge and problem-solve in these situations.Conclusions: Students in a digital media program use fluid, changing epistemological viewpoints when working on their projects, partly driven by orientations with arts and/or engineering. The findings from this study can lead to implications for the design and teaching of transdisciplinary capstones in the future.