From Pretending to Engineering: An examination of students' dynamic engagements in Novel Engineering design activities (Fundamental)

摘要

Recent reports, frameworks, and assessment criteria have called for a shift in the focus of student learning in engineering design from specific content knowledge to disciplinary core ideas and practices. This shift requires that educators, curriculum writers, and researchers develop student learning experiences that share central aspects of professional engineering situations - i.e., problems that are open-ended, ill-defined, and occur within rich, socio-material contexts. To develop informed approaches, the community needs a deeper understanding of the phenomenological aspects of student learning and engagement that unfold in rich, multilayered learning situations. In this work, we examine how students learn to manage "messy" design situations, in which they must make assumptions, accommodate conflicting goals, and recognize the importance of multiple and diverse solutions methods.