Tangibility of representations in engineering courses and the workplace
Tangibility of representations in engineering courses and the workplace
复制标题
工程课程和工作场所中代表性的有形性
DOI：
10.1002/jee.20439
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发表时间：
2021
影响因子：
3.4
通讯作者：
Linton, David
中科院分区：
文献类型：
--
作者：
Barner, Matthew S.;Adam Brown, Shane;Bornasal, Floraliza;Linton, David
背景情境认知理论认为，概念的表征是我们学习和应用概念的环境的产物。本研究通过调查概念如何在专业工程环境中有形，建立在情境认知的基础上。目的/假设在本研究中定义和探讨了与社会和物质背景相关的概念的有形性。具体而言，在工作场所和学术环境中检查了结构载荷的概念表征。设计/方法一名研究人员在一家私人工程公司和本科工程课程中进行了人种学实地调查。该田野调查的数据来源包括人种学家的参与观察现场笔记、正式和非正式访谈以及人工制品文档。结果本研究的发现描述了结构荷载的学术表征如何或多或少地对工程实践的社会和材料背景有所影响。我们发现，在工作场所记录的表述对于(1)现实世界的条件，(2)项目/利益相关者的约束，以及(3)工程工具是切实可行的。相反，在研究的课程中记录的表征表现出不同程度的不可见、部分可见或全部可见这三种特征。这些发现明确地确定了结构负荷在学术和工作环境中的不同表现方式，以及这些差异如何导致教育-实践差距。根据工作场所的调查结果、以前的工程教育文献以及在所研究的课程中观察到的最佳实践，提供了使学术表征更切实地体现在工作场所环境中的具体建议。讨论了未来的研究思路和民族志方法论对情境认知理论的价值。
BackgroundSituated cognition theory suggests that representations of concepts are products of the environment wherein we learn and apply concepts. This research builds on situated cognition by investigating how concepts are tangible to a professional engineering environment.Purpose/HypothesisThe tangibility of concepts in relation to social and material contexts was defined and explored in this study. Specifically, the conceptual representations of structural loads were examined within workplace and academic environments.Design/MethodA researcher conducted ethnographic fieldwork at a private engineering firm and in undergraduate engineering courses. Data sources from this fieldwork included the ethnographer's participant‐observation field notes, formal and informal interviews, and artifact documentation.ResultsFindings from this study described how academic representations of structural loads are more or less tangible to the social and material contexts of engineering practice. Representations documented in the workplace were found to be tangible to (1) real‐world conditions, (2) project/stakeholder constraints, and (3) engineering tools. Conversely, representations documented in the courses studied exhibited various degrees of tangibility to none, some, or all of these three traits.ConclusionsThese findings explicitly identify the ways in which representations of structural loads differ across academic and workplace environments and how these differences may contribute to the education–practice gap. Specific suggestions for making academic representations more tangible to workplace environments are provided based on findings from in the workplace, previous engineering education literature, and best practices observed in the courses studied. Future research considerations and the value of ethnographic methodology to situated cognition theory are also discussed.
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影响因子：
3.4
作者：
J. Trevelyan
通讯作者：
J. Trevelyan
影响因子：
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作者：
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DOI：
10.1017/cbo9780511816796.008
发表时间：
2006
期刊：
31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No.01CH37193)
影响因子：
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作者：
W. Clancey
通讯作者：
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影响因子：
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作者：
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通讯作者：
D. Bailey
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影响因子：
1.6
作者：
Barner, Matthew S.;Brown, Shane A.;Linton, David
通讯作者：
Linton, David