The “Who” in Engineering: Sociotechnical Engineering as Memorable and Relevant

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Diana A. Chen, Marissa H. Forbes, G. Hoople, S. Lord, J. Mejia
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引用次数: 0

Abstract

Does emphasizing the role of people in engineering influence the memorability of engineering content? This study is part of a larger project through which our team developed a new undergraduate energy course to better reflect students’ cultures and lived experiences through asset-based pedagogies to help students develop a sociotechnical mindset in engineering problem solving. In this study, students in the class were invited to participate in semi-structured interviews (n=5) to explore our effectiveness in helping them develop a sociotechnical mindset around energy issues and conceptualize engineering as a sociotechnical endeavor. This study focuses on an activity during the interview where the participants were asked to sort a variety of images associated with class learning experiences along a spectrum of least to most memorable. Emergent themes from students’ responses revolved around learning experiences that included global perspectives and emphasized a “who” (i.e., whose problems, who is impacted by engineering, and what type of engineers the students will choose to become) as the most memorable. Our results indicate that students found the sociotechnical aspects of the course more memorable than the traditional canonical engineering content. These findings suggest that framing engineering content as sociotechnical can be one strategy to increase student engagement, increase memorability of lessons, and help students to think more deeply about their own goals as future engineers.
工程中的“谁”:社会技术工程作为难忘和相关的
强调人在工程中的作用会影响工程内容的可记忆性吗?这项研究是一个更大项目的一部分,通过该项目,我们的团队开发了一门新的本科生能源课程,通过基于资产的教学法更好地反映学生的文化和生活经历,帮助学生在解决工程问题时培养社会技术心态。在这项研究中,班上的学生被邀请参加半结构化访谈(n=5),以探索我们在帮助他们围绕能源问题培养社会技术心态方面的有效性,并将工程概念化为社会技术努力。这项研究的重点是采访期间的一项活动,参与者被要求对与课堂学习经历相关的各种图像进行排序,从最不难忘到最难忘。学生回答中出现的主题围绕着学习经历展开,其中包括全球视角,并强调“谁”(即谁的问题,谁受到工程的影响,以及学生将选择成为什么类型的工程师)是最令人难忘的。我们的研究结果表明,学生们发现该课程的社会技术方面比传统的规范工程内容更令人难忘。这些发现表明,将工程内容定义为社会技术内容可以成为提高学生参与度、增加课程记忆性并帮助学生更深入地思考自己作为未来工程师的目标的一种策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Journal of Engineering Pedagogy
International Journal of Engineering Pedagogy EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
5.50
自引率
35.00%
发文量
42
审稿时长
8 weeks
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