"I Take Engineering with Me": Epistemological Transitions across an Engineering Curriculum

Autor/inn/en	Winberg, Christine; Winberg, Simon; Jacobs, Cecilia; Garraway, James; Engel-Hills, Penelope
Titel	"I Take Engineering with Me": Epistemological Transitions across an Engineering Curriculum
Quelle	In: Teaching in Higher Education, 21 (2016) 4, S.398-414 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1160045
Schlagwörter	Higher Education; Engineering; Engineering Education; Epistemology; Foreign Countries; Undergraduate Students; College Students; Semantics; Problem Solving; Curriculum Development; Teaching Methods; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Maschinenbau; Ingenieurausbildung; Erkenntnistheorie; Ausland; Collegestudent; Semantik; Problemlösen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this paper we study epistemological transitions across an intended engineering curriculum and recommend strategies to assist students in attaining the increasingly complex concepts and insights that are necessary for transition to advanced levels of study. We draw on Legitimation Code Theory [Maton, Karl. 2014, "Knowledge and Knowers: Towards a Realist Sociology of Education". Abingdon: Routledge], in particular the dimensions of sematic gravity and semantic density, to explain these transitions. Data for the study was obtained from a curriculum renewal project that reveals how engineers understand engineering knowledge. We find an interdependent relationship between semantic gravity and semantic density in the intended engineering curriculum. The complexity of the context and the problems that arise from it pose strong cognitive challenges. The semantic gravity wave rises and falls across the engineering curriculum s, enabling both abstraction and a focus on "real world" problems in specialised knowledge fields. Control of the semantic gravity wave is key to the provision of "epistemological access" [Morrow, Wally, ed. (2003) 2009. "Bounds of Democracy: Epistemological Access in Higher Education". Reprint, Pretoria: HSRC Press] to engineering knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01