在人文工程课堂中培养学生的社会技术思维:一项使用基于场景的评估的对照研究

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lori Czerwionka, Siddhant S. Joshi, Gabriel O. Rios-Rojas, Kirsten A. Davis
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引用次数: 0

摘要

工程问题是开放性和复杂性的,涉及技术和社会方面,而工程教育侧重于技术培训和封闭式问题。为了培养工科学生,课程应该培养社会技术思维——在解决问题时考虑技术和社会因素相互作用的能力。虽然教育干预在这一领域显示出希望,但进一步了解跨学科干预的好处是必要的,特别是在治疗和对照组设计方面。目的研究人文工程项目(HIEP)课程对学生社会技术思维发展的影响。方法我们比较了参加HIEP课程的工科学生和没有参加HIEP课程的工科学生的社会技术思维发展情况,在学期开始和结束时使用基于场景的评估来评估他们的表现。我们收集了70名学生2年来的数据(38名治疗组,32名对照组)。我们使用三角法通过定量评分、问题相关考量的专题分析和学生解释的编码来评估学生的社会技术思维。结果上过这门课的学生在学期开始时社会技术思维能力得到了提高,并且在整个学期中比没有上过这门课的学生得到了更多的发展。在解决问题时,他们在考虑人和更广泛的背景方面有了更大的发展,在社会技术思维的综合方法方面也有了更大的发展。结论人文工程教育促进了社会技术思维的发展。我们建议可以加强社会技术思维的课程活动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing students' sociotechnical thinking in the humanities-engineering classroom: A treatment versus control study using a scenario-based assessment

Background

Engineering problems are open-ended and complex, involving technical and social aspects, yet engineering education focuses on technical training and closed-ended problems. To prepare engineering students, curricula should foster sociotechnical thinking—the ability to consider the interplay of technical and social factors during problem solving. Although educational interventions in this area show promise, further insight into the benefits of interdisciplinary interventions is warranted, particularly with treatment and control group designs.

Purpose

We examine the effect of a Humanities-Informed Engineering Projects (HIEP) course on students' sociotechnical thinking development.

Method

We compared the sociotechnical thinking development of engineering students who took the HIEP course with those who did not, assessing performance at the beginning and end of the semester using a scenario-based assessment. We collected data over 2 years from 70 students (38 treatment, 32 control). We used a triangulated approach to assess students' sociotechnical thinking through quantitative scoring, thematic analysis of problem-related considerations, and coding of students' explanations.

Results

Students in the course began the semester with enhanced sociotechnical thinking skills and experienced more development over the semester than those not in the course. They experienced increased development in their consideration of People and the Broader Context when solving problems and greater growth in an integrated approach to sociotechnical thinking.

Conclusion

Humanities-informed engineering education leads to sociotechnical thinking development. We suggest curricular activities that may enhance sociotechnical thinking.

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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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