Conceptual Difficulties Experienced by Trained Engineers Learning Educational Research Methods
Conceptual Difficulties Experienced by Trained Engineers Learning Educational Research Methods
复制标题
训练有素的工程师在学习教育研究方法时遇到的概念困难
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
M. Borrego
中科院分区：
文献类型：
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作者：
M. Borrego
本文介绍了概念上的困难，可能会经历工程教师，因为他们成为工程教育研究人员。观察，调查和评估数据收集在2005年NSF资助的严格的研究在工程教育研讨会进行了系统的分析，以揭示工程学院学习设计严格的教育研究所遇到的五个困难：（1）提出具有广泛吸引力的研究问题，（2）将研究置于理论框架中，（3）充分考虑结构的可操作性和测量性，（4）欣赏定性或混合方法的方法，（5）追求跨学科合作。前四个可以从学科共识的角度来理解;它们代表了教育研究中的明确步骤，这些步骤在技术工程研究中是隐含的，因为在方法和标准方面有更大的共识。这项工作更好地阐明了工程教育研究中的严谨性问题，澄清了根本的差异，防止应用传统的工程标准的严谨性直接工程教育研究。
This paper describes conceptual difficulties that may be experienced by engineering faculty as they become engineering education researchers. Observation, survey, and assessment data collected at the 2005 NSF‐funded Rigorous Research in Engineering Education workshop were systematically analyzed to uncover the five difficulties encountered by engineering faculty learning to design rigorous education studies: (1) framing research questions with broad appeal, (2) grounding research in a theoretical framework, (3) fully considering operationalization and measurement of constructs, (4) appreciating qualitative or mixed‐methods approaches, and (5) pursuing interdisciplinary collaboration. The first four can be understood in terms of disciplinary consensus; they represent explicit steps in education research that are implicit in technical engineering research because there is greater consensus of methods and standards. This work better frames the issue of rigor in engineering education research by clarifying the fundamental differences that prevent application of traditional engineering standards of rigor directly to engineering education research.