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A Multi-Epistemological Mapping of Knowing, Learning, and Analytics in Materials Science and Engineering

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Cognitive Engagement

Tagged Division

Educational Research and Methods

Page Count

12

Permanent URL

https://peer.asee.org/29702

Download Count

83

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Paper Authors

biography

Petr Johanes Stanford University

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Petr Johanes is currently a PhD candidate in Learning Sciences and Technology Design (LSTD) at the Stanford University Graduate School of Education. He holds a B.S. and M.S. from the Department of Materials Science at Stanford University and has experience teaching in Engineering as well as Education. Petr's main research interest is in building data-driven digital environments to investigate the role of epistemology in the experience, design, and research of learning.

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Abstract

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.

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. https://peer.asee.org/29702

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