Board 104: Asset-Based Practices in Engineering Design (APRENDE): Development of a Funds of Knowledge Approach for the Formation of Engineers
Board 104: Asset-Based Practices in Engineering Design (APRENDE): Development of a Funds of Knowledge Approach for the Formation of Engineers
复制标题
董事会 104：工程设计中基于资产的实践 (APRENDE)：开发工程师培训的知识基金方法
DOI：
10.18260/1-2--32173
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Dr. Joel Alejandro Mejia
中科院分区：
文献类型：
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作者：
Dr. Joel Alejandro Mejia
他目前的研究调查如何整合知识和工程设计的资金可以作为一种途径，并通过工程。Mejia博士特别感兴趣的是拉丁裔青少年如何提出独特的认识，做事和存在的方式，为他们提供特定的方式来构建，接近和解决工程问题。Mejia博士的主要研究兴趣在于工程教育和社会正义的交叉点。他特别感兴趣的Chicanx文化研究框架和工程教育中的整合，并通过社会正义工程的批判意识。多元文化教育以社会正义的观点为基础，支持以平等和包容为导向的教育举措。虽然不同的学者已经提供了几个原因为什么拉丁裔学生不追求STEM职业，特别是工程，许多学者认为，一个特别强大的原因是，学生的文化不适合工程的主导话语。有人认为，课程材料没有描绘来自非白人、非英语背景的学生的生活经历和具体知识。此外，教师的准备工作也受到质疑，因为教师有机会认同工程学，并使课程在文化上更适合学生。建立这种能力对于STEM中服务不足的社区的招聘、准备和更广泛的参与至关重要。此外，教师的准备是必要的，以拆除STEM中的主导叙事，并为代表性不足的学生的具体知识提供空间，以得到承认，重视，并融入课程。该项目介绍了正在进行的努力，以分析如何更好地看待工程，特别是通过基于资产的方法，可以作为一个途径，并通过工程拉丁学生。其目标是为教师提供工具，以识别，引出，并承认学生的知识资金作为解决工程问题的资产。和教师，以确保该模型和工程活动的开发与项目的目标。我们继续更好地了解工程知识基金和STEM学习转型的潜力。从这个项目收集的数据将被用来确定如何在APRENDE项目的参与影响教师的知识基金的理解，以及如何这些可以调整到工程设计过程中，思维习惯和处置。这些数据将在教师与研究团队合作共建工程活动以及随后在其
is an professor Engineering His current research investigates how the integration of funds of knowledge and engineering design can serve as a pathway to and through engineering. Dr. Mejia is particularly interested in how Latinx adolescents bring forth unique ways of knowing, doing, and being that provide them with particular ways of framing, approaching, and solving engineering problems. Dr. Mejia’s primary research interests lie at the intersection of engineering education and social justice. He is particularly interested in the integration of Chicanx Cultural Studies frameworks and pedagogies in engineering education, and critical consciousness in engineering through social justice. strengths-based, and various Multicultural is grounded in a social justice perspective to support equity-and inclusion-oriented initiatives education. Abstract Although different scholars have offered several reasons behind why Latinx students do not pursue STEM careers–particularly engineering–many scholars have argued that one particularly powerful reason is that the cultures of students do not fit the dominant discourse of engineering. It has been argued that curriculum materials do not portray the lived experiences and embodied knowledge of students who come from non-White, non-English-speaking backgrounds. In addition, teacher preparation has been questioned regarding the opportunities available for teachers to identify with engineering and make the curriculum more culturally relevant to students. Building this capacity is critical for the recruitment, preparation and broader participation of underserved communities in STEM. Moreover, teacher preparation is necessary to dismantle the dominant narratives in STEM and to provide the space for underrepresented students' embodied knowledge to be acknowledged, valued, and integrated into the curriculum. This project presents the ongoing efforts to analyze how a more situated view of engineering, particularly through asset-based approaches, can serve as a pathway to and through engineering for Latinx students. The goal is to provide teachers with the tools to identify, elicit, and recognize students' funds of knowledge as assets in solving engineering problems. and teacher to ensure that the model and engineering activities developed with the the objectives of the project. We continue to formulate a better understanding of funds of knowledge in engineering and the potential for STEM learning transformation. Data collected from this project will be used to identify how participation in the APRENDE Project impacts teachers' understanding of funds of knowledge and how these can be aligned to engineering design processes, habits of mind, and dispositions. The data will be collected as the teachers work with the research team in co-constructing engineering activities and subsequent implementation in their