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Applied, Related Knowledge: Defining Engineers and Students Domains of Knowing

应用相关知识：定义工程师和学生的知识领域

基本信息

批准号：
1361107
负责人：
Devlin Montfort
金额：
$ 29.36万
依托单位：
Oregon State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2014
资助国家：
美国
起止时间：
2014-09-01 至 2019-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1361107&HistoricalAwards=false
关键词：
Applied Related Knowledge Defining Engineers

项目摘要

Dr. Montfort is studying the similarities and differences between how engineers and engineering students categorize what they know. Existing research in the fields of conceptual change and personal epistemology show that learning and the application of what is learned both depend on the ways in which the new knowledge is organized. This work utilizes the construct of domains as a means to investigate the organizations of participants' knowledge at a meaningful grain size. In this investigation practicing engineers are asked to describe the domains of knowledge applied to real multi-disciplinary projects they have been engaged in. Students are also interviewed about the domains of knowledge involved in these projects. Thematic analysis based on an interactional approach to personal epistemology provides a means to compare the domains of knowing between the engineers and students.Although it has not been firmly established yet, existing research suggests that students' domains of knowing do more to interfere with the application of their knowledge than to facilitate it. In other words, the way students organize what they know may be interfering with how able they are to apply it. Where an experienced engineer might see a cohesive domain of knowledge -- such as "process engineering" for example -- engineering students may instead see an arbitrary grouping of otherwise dissimilar skills and ideas. Previous research emphasizes how students struggle to learn the concepts of engineering, and treats the application of that knowledge as a separate (if closely related) problem. This work develops a potentially transformative new way of looking at it by focusing on the organization processes that control both how something is learned and how it is applied.

蒙特福特博士正在研究工程师和工程专业学生如何对他们所知道的东西进行分类之间的异同。概念转变和个人认识论领域的现有研究表明，学习和对所学知识的应用都取决于新知识的组织方式。这项工作利用域的结构作为一种手段，调查组织的参与者的知识在一个有意义的粒度。在这项调查中，执业工程师被要求描述的知识领域应用到真实的多学科项目，他们已经从事。学生还采访了这些项目所涉及的知识领域。基于个体认识论的主位分析提供了一种比较工程师和学生的知识领域的方法。虽然它还没有被牢固地建立，但现有的研究表明，学生的知识领域更多地干扰了他们的知识应用，而不是促进它。换句话说，学生组织知识的方式可能会影响他们应用知识的能力。一个有经验的工程师可能会看到一个有凝聚力的知识领域--比如“过程工程”--工程专业的学生可能会看到一个任意的分组，否则不同的技能和想法。以前的研究强调学生如何努力学习工程概念，并将这些知识的应用视为一个单独的（如果密切相关的）问题。这项工作开发了一种潜在的变革性的新方式来看待它，重点是控制如何学习和如何应用的组织过程。