The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research
The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research
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工程的人文面：在教育和研究中考虑工程的社会科学和人文维度
DOI：
10.7771/2157-9288.1070
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发表时间：
2013
影响因子：
--
通讯作者：
Jessica Swenson
中科院分区：
文献类型：
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作者：
Morgan M. Hynes;Jessica Swenson
数学和科学知识/技能通常与工程学的先决知识相关。我们在本文中的目标是主张更系统地纳入社会科学和人文知识的工程介绍K-12学生。作为这一论点的一部分，我们提出了一个结构框架的人文方面的工程与说明性的例子，什么吸引人的人文方面的工程可以看起来像在课堂环境中，和研究的机会，探讨工程的人文方面引入到工程学习和教学的动态。说明性的例子是从学生团队之间的互动，从小学教室从事工程活动，呼吁工程的人文方面。参考这些例子以及其他既定的工程教育计划，我们将讨论在K-16学生的教育研究的机会。这些机会涵盖了解学生的态度，信仰和观念如何转变，特别是在传统上代表性不足的人群中，学生的工程知识和实践如何在人文主义的工程方法背景下发展。
Mathematics and science knowledge/skills are most commonly associated with engineering’s pre-requisite knowledge. Our goals in this paper are to argue for a more systematic inclusion of social science and humanities knowledge in the introduction of engineering to K-12 students. As part of this argument, we present a construct for framing the humanistic side of engineering with illustrative examples of what appealing to the humanistic side of engineering can look like in a classroom setting, and opportunities for research that examines the dynamics that the humanistic side of engineering introduces into engineering learning and teaching. The illustrative examples are drawn from interactions among student-teams from elementary classrooms engaged in engineering activities that appeal to the humanistic side of engineering. Referencing these examples as well as other established engineering education programs, we will discuss opportunities for research in the education of K-16 students. These opportunities span understanding how students’ attitudes, beliefs, and perceptions shift, particularly among traditionally underrepresented populations, to how students’ engineering knowledge and practices develop in the context of a humanistic approach to engineering.