Epistemic Practices of Engineering for Education
Epistemic Practices of Engineering for Education
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DOI：
10.1002/sce.21271
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发表时间：
2017-05-01
影响因子：
4.3
通讯作者：
Kelly, Gregory J.
中科院分区：
文献类型：
--
作者：
Cunningham, Christine M.;Kelly, Gregory J.
工程学为学生提供了新的教育机会，但也对如何概念化工程学学科领域的学科核心思想、交叉概念以及科学和工程实践提出了挑战。在本文中，我们借鉴专业和学校环境中工程学的实证研究，提出了一套工程学的认知实践，可以为课程开发、教师教育以及科学和工程教育的研究提供信息。我们研究这些实践从工程工作中产生的方式，并用于指导一系列工程领域的问题解决。拟议的教育认知实践考虑了工程的社会背景、决策证据的显着性、用于构建知识的工具和策略的类型以及创造力和创新的需求。文章最后对工程教育研究提出了建议。
Engineering offers new educational opportunities for students, yet also poses challenges about how to conceptualize the disciplinary core ideas, crosscutting concepts, and science and engineering practices of the disciplinary fields of engineering. In this paper, we draw from empirical studies of engineering in professional and school settings to propose a set of epistemic practices of engineering that can inform curriculum development, teacher education, and research in science and engineering education. We examine the ways that these practices emerge from the work of engineering and serve to guide problem solving across a range of engineering fields. The proposed epistemic practices for education take into consideration social contexts of engineering, the salience of evidence for decision making, the types of tools and strategies used to construct knowledge, and need for creativity and innovation. The article concludes with suggestions for research in engineering education.