Nature of engineering: a cognitive and epistemic account with implications for engineering education
Engineering education has slowly been making its way into schools with the aim of promoting engineering literacy, which is central to learning and working in a technology-oriented society. Educators and policy makers advocate the need for developing students’ understanding of the nature of engineeri...
| Main Authors: | , , |
|---|---|
| Format: | Journal article |
| Language: | English |
| Published: |
Springer
2022
|
| _version_ | 1811140502441951232 |
|---|---|
| author | Barak, M Ginzburg, T Erduran, S |
| author_facet | Barak, M Ginzburg, T Erduran, S |
| author_sort | Barak, M |
| collection | OXFORD |
| description | Engineering education has slowly been making its way into schools with the aim of promoting engineering literacy, which is central to learning and working in a technology-oriented society. Educators and policy makers advocate the need for developing students’ understanding of the nature of engineering (NOE); yet, there is an ongoing debate on the heuristics that should be applied. In this article, we review and discuss current studies on engineering education in schools and the integration of engineering into the science curriculum. We describe four aspects of engineering fields: Structures, Machines, Materials, and Data, each uniquely characterized by the technology used and the artefact produced. We discuss the application of the Family Resemblance Approach (FRA) to the characterization of NOE, focusing on the cognitive and epistemic domain. Accordingly, we describe NOE through four categories: Aims & Values, Engineering Practices, Methods & Methodological Rules, and Engineering Knowledge, which can guide teaching and learning about NOE. Building on the FRA, this paper provides a framework for a continuous discussion on NOE and the theoretical and practical relationships between science and engineering. |
| first_indexed | 2024-03-07T07:59:52Z |
| format | Journal article |
| id | oxford-uuid:fe8a2f19-ea5b-4d79-994e-c15e8531478c |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-09-25T04:23:00Z |
| publishDate | 2022 |
| publisher | Springer |
| record_format | dspace |
| spelling | oxford-uuid:fe8a2f19-ea5b-4d79-994e-c15e8531478c2024-08-09T08:51:31ZNature of engineering: a cognitive and epistemic account with implications for engineering educationJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:fe8a2f19-ea5b-4d79-994e-c15e8531478cEnglishSymplectic ElementsSpringer2022Barak, MGinzburg, TErduran, SEngineering education has slowly been making its way into schools with the aim of promoting engineering literacy, which is central to learning and working in a technology-oriented society. Educators and policy makers advocate the need for developing students’ understanding of the nature of engineering (NOE); yet, there is an ongoing debate on the heuristics that should be applied. In this article, we review and discuss current studies on engineering education in schools and the integration of engineering into the science curriculum. We describe four aspects of engineering fields: Structures, Machines, Materials, and Data, each uniquely characterized by the technology used and the artefact produced. We discuss the application of the Family Resemblance Approach (FRA) to the characterization of NOE, focusing on the cognitive and epistemic domain. Accordingly, we describe NOE through four categories: Aims & Values, Engineering Practices, Methods & Methodological Rules, and Engineering Knowledge, which can guide teaching and learning about NOE. Building on the FRA, this paper provides a framework for a continuous discussion on NOE and the theoretical and practical relationships between science and engineering. |
| spellingShingle | Barak, M Ginzburg, T Erduran, S Nature of engineering: a cognitive and epistemic account with implications for engineering education |
| title | Nature of engineering: a cognitive and epistemic account with implications for engineering education |
| title_full | Nature of engineering: a cognitive and epistemic account with implications for engineering education |
| title_fullStr | Nature of engineering: a cognitive and epistemic account with implications for engineering education |
| title_full_unstemmed | Nature of engineering: a cognitive and epistemic account with implications for engineering education |
| title_short | Nature of engineering: a cognitive and epistemic account with implications for engineering education |
| title_sort | nature of engineering a cognitive and epistemic account with implications for engineering education |
| work_keys_str_mv | AT barakm natureofengineeringacognitiveandepistemicaccountwithimplicationsforengineeringeducation AT ginzburgt natureofengineeringacognitiveandepistemicaccountwithimplicationsforengineeringeducation AT erdurans natureofengineeringacognitiveandepistemicaccountwithimplicationsforengineeringeducation |