The Use of Engineering Design Scenarios to Assess Student Knowledge of Global, Societal, Economic, and Environmental Contexts

Autor/inn/en	McKenna, Ann F.; Hynes, Morgan M.; Johnson, Amy M.; Carberry, Adam R.
Titel	The Use of Engineering Design Scenarios to Assess Student Knowledge of Global, Societal, Economic, and Environmental Contexts
Quelle	In: European Journal of Engineering Education, 41 (2016) 4, S.411-425 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2015.1085836
Schlagwörter	Environmental Education; Global Education; Economic Impact; Social Influences; Familiarity; Knowledge Level; Evaluation Methods; Engineering Education; Manufacturing; Distributive Education; Wastes; Active Learning; Student Projects; Student Attitudes; Dental Health; Immunization Programs; Design; Vignettes; Pretests Posttests; Student Surveys; Undergraduate Students; Positive Attitudes; Outcome Measures; Attitude Change; Likert Scales; Nonparametric Statistics; Statistical Analysis + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Globales Lernen; Ökonomische Determinanten; Sozialer Einfluss; Wissensbasis; Ingenieurausbildung; Herstellung; Gargabe; Abfall; Aktives Lernen; Schulprojekt; Schülerverhalten; Zahnärztliche Versorgung; Immunisierung; Schülerbefragung; Attitudinal change; Einstellungsänderung; Likert-Skala; Statistische Analyse
Abstract	Product archaeology as an educational approach asks engineering students to consider and explore the broader societal and global impacts of a product's manufacturing, distribution, use, and disposal on people, economics, and the environment. This study examined the impact of product archaeology in a project-based engineering design course on student attitudes and perceptions about engineering and abilities to extend and refine knowledge about broader contexts. Two design scenarios were created: one related to dental hygiene and one related to vaccination delivery. Design scenarios were used to (1) assess knowledge of broader contexts, and (2) test variability of student responses across different contextual situations. Results from pre- to post-surveying revealed improved student perceptions of knowledge of broader contexts. Significant differences were observed between the two design scenarios. The findings support the assumption that different design scenarios elicit consideration of different contexts and design scenarios can be constructed to target specific contextual considerations. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01