First-year engineering students' views of the nature of engineering
Başlık çevirisi mevcut değil.
- Tez No: 400087
- Danışmanlar: PROF. GEORGE M. BODNER
- Tez Türü: Doktora
- Konular: Mühendislik Bilimleri, Engineering Sciences
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2009
- Dil: İngilizce
- Üniversite: Purdue University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 282
Özet
Özet yok.
Özet (Çeviri)
The changing nature of engineering problems and new challenges thatresult from globalization and new ways of doing business have triggered calls fora revolutionary shift in engineering education. To respond to these challenges,the engineering education paradigm has been revised by adding more designand humanities/social sciences components to it. Philosophy, sociology, andhistory of engineering are more often cited as a major part of engineeringeducation in this movement. Research on the nature of engineering (NOE),which is derived from philosophy, sociology, and the history of engineering, couldhave as much potential impact on engineering education as research on thenature of science (NOS) has had on science education. Thus, it is surprising thatthere has been no noteworthy research on this topic. The purpose of this study isto describe and determine first-year engineering students? views of the NOE andhow these students differentiate engineering from science.In this research, an open-ended Views of the Nature of Engineeringquestionnaire (VNOE) was employed to collect baseline data. Semi-structuredinterviews based on the VNOE questionnaire were conducted with the secondcohort of the participants. Data analysis was guided by a traditionalphenomenographic approach, which is a branch of the hermeneutic tradition,coupled to constant comparison technique.The results of this study indicated that the participants? overall views of thenature of engineering were not ill-developed, but rather unarticulated. Moreover,the relationship between engineering and science was considered unidirectionalrather than bidirectional. The results of this study could be used to informengineering educators, first-year engineering coordinators, and policy makers aswell as serving as the base for further research and potential implications forfuture first-year and K-12 engineering education.
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