A Systematic Review of Argumentation Related to the Engineering-Designed World

Autor/inn/en	Wilson-Lopez, Amy; Strong, Ashley R.; Hartman, Christina M.; Garlick, Jared; Washburn, Karen H.; Minichiello, Angela; Weingart, Sandra; Acosta-Feliz, Jorge
Titel	A Systematic Review of Argumentation Related to the Engineering-Designed World
Quelle	In: Journal of Engineering Education, 109 (2020) 2, S.281-306 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20318
Schlagwörter	Persuasive Discourse; Engineering Education; Design; Educational Research; Elementary Secondary Education; Undergraduate Study; Learner Engagement; Outcomes of Education + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Ingenieurausbildung; Bildungsforschung; Pädagogische Forschung; Grundstudium; Lernleistung; Schulerfolg
Abstract	Background: Across academic disciplines, researchers have found that argumentation-based pedagogies increase learners' achievement and engagement. Engineering educational researchers and teachers of engineering may benefit from knowledge regarding how argumentation related to engineering has been practiced and studied. Purpose/Hypothesis: Drawing from terms and concepts used in national standards for K-12 education and accreditation requirements for undergraduate engineering education, this study was designed to identify how arguments and argumentation related to the engineering-designed world were operationalized in relevant literature. Methodology: Specified search terms and inclusion criteria were used to identify 117 empirical studies related to engineering argumentation and educational research. A qualitative content analysis was used to identify trends across these studies. Findings: Overall, engineering-related argumentation was associated with a variety of positive learner outcomes. Across many studies, arguments were operationalized in practice as statements regarding whether an existing technology should be adopted in a given context, usually with a limited number of supports (e.g., costs and ethics) provided for each claim. Relatively few studies mentioned empirical practices, such as tests. Most studies did not name the race/ethnicity of participants nor report engineering-specific outcomes. Conclusions: Engineering educators in K-12 and undergraduate settings can create learning environments in which learners use a range of epistemic practices, including empirical practices, to support a range of claims. Researchers can study engineering-specific outcomes while specifying relevant demographics of their research participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01