Action Research: A Methodology for Transformative Learning for a Professor and His Students in an Engineering Classroom

Autor/inn/en	Seniuk Cicek, Jillian; Ingram, Sandra; Friesen, Marcia; Ruth, Douglas
Titel	Action Research: A Methodology for Transformative Learning for a Professor and His Students in an Engineering Classroom
Quelle	In: European Journal of Engineering Education, 44 (2019) 1-2, S.49-70 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1405242
Schlagwörter	Action Research; Transformative Learning; College Faculty; Engineering Education; Epistemology; Communities of Practice; Thermodynamics; Ethnography; Foreign Countries; Active Learning; Learner Engagement; Teaching Assistants; Technical Occupations; Graduate Students; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Pädagogische Transformation; Fakultät; Ingenieurausbildung; Erkenntnistheorie; Community; Thermodynamik; Ethnografie; Ausland; Aktives Lernen; Technical occupation; Technischer Beruf; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kanada
Abstract	An engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor's epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to 'becoming engineers'. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01