Embracing the Social Turn: Epistemic Change in Engineering Students Enrolled in an Anthro-Design Course

Autor/inn/en	Miranda, Constanza; Goñi, Julian; Sotomayor, Trinidad
Titel	Embracing the Social Turn: Epistemic Change in Engineering Students Enrolled in an Anthro-Design Course
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 5, S.2697-2724 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miranda, Constanza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-021-09699-x
Schlagwörter	Undergraduate Students; Engineering Education; Foreign Countries; Epistemology; Beliefs; Attitude Change; Educational Change; Learning Processes; Chile + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Ausland; Erkenntnistheorie; Belief; Glaube; Attitudinal change; Einstellungsänderung; Bildungsreform; Learning process; Lernprozess
Abstract	Today, engineers are expected to face challenges that involve complicated social elements related to new technological developments and their adoption. In this scenario, there needs to be a renewed attention to the instilment of general epistemic beliefs that facilitate multidisciplinary collaboration and the incorporation of social science practices. In other words, there is a need for a "social turn" in engineering education. In the following case study, we examine the learning process of 45 undergraduate engineering students enrolled in an Anthro-Design course at a private university in Chile. This course teaches students to use cultural anthropology and design tools to generate an applied qualitative research project for real-life counterparts. Under a socio-constructivist approach, we developed a sequential explanatory design, with an emphasis on qualitative data [quant- > QUAL]. We used the three factor Epistemic Beliefs Inventory (EBI) to conduct pre-post assessment. Semi-structured interviews were conducted at the end of the course to explore representations of key epistemic notions such as objectivity and validity. This study identifies a significant diversity in how epistemic notions such as validity and objectivity are represented by students after undertaking a course that embraces the social turn. This diversity can also be observed in non-epistemic notions related to the learning experience. We argue that a better understanding of the research process and the handling of qualitative information under rigorous theoretical frameworks are key to changing beliefs about the nature of knowledge within the engineering-design students' context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01