Engineering Education Research: Discipline, Community, or Field?
Engineering Education Research: Discipline, Community, or Field?
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工程教育研究：学科、社区还是领域？
DOI：
10.1002/j.2168-9830.2009.tb01004.x
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发表时间：
2009
影响因子：
3.4
通讯作者：
M. Borrego
中科院分区：
文献类型：
--
作者：
B. Jesiek;Lynita K. Newswander;M. Borrego
近年来，工程教育研究通过部门和学位课程的发展，高调的出版物，研究议程和会议经历了显着的规模扩大。我们开始通过回顾这些发展，他们的历史背景，并澄清一些相关的术语。然后，我们使用在2007年首届工程教育研究国际会议（ICREE）收集的观测数据，研究工程教育是如何不同的概念化作为一个学科，实践社区，和/或领域。我们还研究了ICREE参与者如何参与有关工程教育研究的基础设施和主要目标的问题。我们的数据显示，工程教育研究的身份和地位总体上缺乏明确性和持续的模糊感。最后，我们建议参与者和利益相关者努力澄清工程教育研究的目标和目的，特别是告知该领域的身份和支持基础设施的持续发展。
Engineering education research has experienced a notable scale‐up in recent years through the development of departments and degree programs, high‐profile publication outlets, research agendas, and meetings. We begin by reviewing these developments, contextualizing them historically, and clarifying some relevant terminology. We then use observational data collected at the 2007 inaugural International Conference on Research in Engineering Education (ICREE) to examine how engineering education is variously conceptualized as a discipline, community of practice, and/or field. We also examine how ICREE participants engaged with questions about the infrastructure and major goals of engineering education research. Our data reveals both an overall lack of clarity and continued sense of ambiguity about the identity and status of engineering education research. We conclude by recommending that participants and stakeholders work to clarify the goals and objectives of engineering education research, especially to inform the continued development of the field's identity and supporting infrastructures.