Johanes, P. (2018, June), A Multi-Epistemological Mapping of Knowing, Learning, and Analytics in Materials Science and Engineering  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29702

\bibitem{asee_peer_29702}
  Johanes, P. (2018, June), \emph{A Multi-Epistemological Mapping of Knowing, Learning, and Analytics in Materials Science and Engineering}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--29702

Petr Johanes.  "A Multi-Epistemological Mapping of Knowing, Learning, and Analytics in Materials Science and Engineering".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/29702 Internet.  12 Dec, 2024

\bibitem{asee_peer_29702}
  Petr Johanes.
  "A Multi-Epistemological Mapping of Knowing, Learning, and Analytics in Materials Science and Engineering".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/29702 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_29702
author = "Petr Johanes"
title = "A Multi-Epistemological Mapping of Knowing, Learning, and Analytics in Materials Science and Engineering"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29702}
number = {10.18260/1-2--29702}
}

TY  - CPAPER
AB  - Science, technology, engineering, and mathematics (STEM) disciplines are cross-pollinating in increasingly varied ways to give rise to fields such as robotics or systems biology or materials science and engineering. These fields require pulling together from a variety of disciplines not only content knowledge, but also pedagogical strategies, assessment methodologies, and learning theories. However, various trends in current instructional research and design aim to constrain epistemological complexity in an effort to bridge the gap between learning theory and practice. This paper introduces a philosophical framework called integrative pluralism as a way to map and navigate the design of learning environments that expands the epistemological complexity that we can design learning for, especially in multidisciplinary fields. Materials science and engineering is such a multidisciplinary STEM discipline that asks students to learn knowledge at different levels of analysis (from atomic physics to macroscopic metallurgy) and from traditions with different assessment standards (from proofs in physics to reaction yield predictions in chemistry). Finally, to extract as much value as possible from the application of the integrative pluralism framework, the paper argues for designing computer-based learning environments (CBLEs) that can leverage many-to-many, multi-level tagging for content and analysis. Overall, the purpose of this paper is to re-frame cross-pollinated STEM fields such as materials science and engineering through integrative pluralism. Then, to showcase how this framework can inform the design of CBLEs and the research of engineering education in a complementary – not in a combative – manner to current practice.
AU  - Petr Johanes
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - A Multi-Epistemological Mapping of Knowing, Learning, and Analytics in Materials Science and Engineering
UR  - https://peer.asee.org/29702
DO  - 10.18260/1-2--29702
ER  -