Acquisition of T-shaped expertise: an exploratory study
Acquisition of T-shaped expertise: an exploratory study
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T型专业知识的获取：一项探索性研究
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发表时间：
2017
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通讯作者：
K. Coleman
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作者：
Shannon N. Conley;Rider W. Foley;M. Gorman;J. Denham;K. Coleman
摘要在处理“邪恶问题”时，学科界限变得越来越模糊，这些问题呈现出一套复杂的政策、文化、技术和科学层面。“T形”专业人员，即具有深度和广度专业知识的个人，正被要求在解决复杂问题方面发挥关键作用。本文解开了“T形专家”的概念，并试图将其置于更广泛的关于专业知识、整合和发展学习的学术文献中。该项目的一个组成部分包括一项探索性研究，旨在评估2015年1月至5月期间完成的两个不同教育项目中T型专业知识的新兴属性。这两个课程以科学、技术工程和数学领域的学科知识为核心(垂直维度)，同时扩大学生对其他专业知识的认识和理解(水平维度)。这些课程向理工科学生介绍了纳米技术和社会课程中围绕复杂的人类-技术-生态系统的案例研究主题，以及科学、技术和社会课程中转基因生物(GMO)的治理。我们分析这个试点项目的测试前和测试后的数据，然后提出与学生学习有关的结果，以及方法的变体，并反思所选方法的效用(和局限性)，以评估随着时间的推移而发展的专业知识。文章最后讨论了一种习得理论，该理论对描绘T型专长的早期属性和特征具有重要意义。
Abstract Disciplinary boundaries become increasingly unclear when grappling with “wicked problems,” which present a complex set of policy, cultural, technological, and scientific dimensions. “T-shaped” professionals, i.e. individuals with a depth and breadth of expertise, are being called upon to play a critical role in complex problem-solving. This paper unpacks the notion of the “T-shaped expert” and seeks to situate it within the broader academic literature on expertise, integration, and developmental learning. A component of this project includes an exploratory study, which is aimed at evaluating the emergent attributes of T-shaped expertise in two different educational programs completed between January and May in 2015. The two programs build disciplinary knowledge in science, technology engineering, and mathematics fields at the core (vertical dimension), while expanding the students’ awareness and comprehension of other expertise (horizontal dimension). The courses introduced science and engineering students to case study topics focusing around complex human-technological-ecological systems in a nanotechnology and society course; and the governance of genetically modified organisms (GMOs) in a science, technology, and society course. We analyze pre- and post-test data from this pilot project before presenting findings that pertain to student learning, as well as variants in the methodology and reflect on the utility (and limitations) of the selected methodology for evaluating expertise as it evolves over time. The paper closes with a discussion of a theory of acquisition with implications for delineating early attributes and characteristics of T-shaped expertise.