工程学中的欧洲中心认识论:一年级学生设计团队的表现及对学生学习的影响

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Engineering Education Pub Date : 2024-03-26 DOI:10.1002/jee.20589
Trevion S. Henderson
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引用次数: 0

摘要

现有研究指出,欧洲中心主义认识论价值观--科学客观性、价值中立性、去政治化和技术合理性--是工程学思考、认知和实践方式的基石。本研究的目的是考察占主导地位的欧洲中心主义认识论是如何影响个人和团队的设计思维,并进而影响学生在工程设计教育中的学习的。在这项工作中,我对基石设计课程中的一个为期一学期的设计项目中的三个重点设计团队进行了观察。设计项目结束后,我对重点团队的每位成员进行了半结构化访谈,要求学生反思个人和团队设计过程中的事件、思维和团队动态。在团队层面,这些顾虑也影响了他们的设计思维、交流和决策,导致学生拒绝或不支持自己的想法。最后,学生们似乎利用欧洲中心主义认识论在工程学中的规范性优势,对他们团队的设计决策施加影响。本研究表明,欧洲中心主义认识论的主导地位是实现这一目标的障碍。
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Eurocentric epistemologies in engineering: Manifestations in first-year student design teams and consequences for student learning

Background

Existing research points to the role of Eurocentric epistemic values—scientific objectivity, value-neutrality, depoliticization, and technical rationality—as a cornerstone of engineering ways of thinking, knowing, and doing. However, less is known about the role of Eurocentric epistemologies in team communication and decision making.

Purpose

The purpose of this study was to examine how dominant Eurocentric epistemologies shape individual- and team-level design thinking and, by extension, students' learning in engineering design education.

Method

This work draws on a critical ethnography in which I observed three focal design teams during a semester-long design project in a cornerstone design course. Following the conclusion of the design project, I conducted semi-structured interviews with each member of the focal teams, asking students to reflect on incidents, their thinking, and team dynamics during the individual and team design processes.

Findings

At the individual level, students' concerns about adhering to Eurocentric epistemic values made them hesitant to pursue design ideas. These concerns also shaped their design thinking, communication, and decision making at the team level, leading students to withhold or not advocate for ideas. Finally, students appeared to leverage the normative supremacy of Eurocentric epistemologies in engineering rhetorically to exert influence over their team's design decisions.

Conclusions

If engineering education is to create a more just and inclusive learning environment for engineering students, we must construct learning environments that allow students to draw on all their epistemic resources during the learning process. This study suggests the dominance of Eurocentric epistemologies is a barrier to that end.

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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.
期刊最新文献
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