Frezza, S. T., & Moodey, R. W., & Nordquest, D. A., & Pilla, K. (2013, June), Applying a knowledge-generation epistemological approach to computer science and software engineering education  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19215

\bibitem{asee_peer_19215}
  Frezza, S. T., \& Moodey, R. W., \& Nordquest, D. A., \& Pilla, K. (2013, June), \emph{Applying a knowledge-generation epistemological approach to computer science and software engineering education}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19215

Stephen T Frezza, Richard W. Moodey, David Arthur Nordquest, and Krishnakishore Pilla P.E..  "Applying a knowledge-generation epistemological approach to computer science and software engineering education".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19215 Internet.  01 May, 2024

\bibitem{asee_peer_19215}
  Stephen T Frezza, Richard W. Moodey, David Arthur Nordquest, and Krishnakishore Pilla P.E..
  "Applying a knowledge-generation epistemological approach to computer science and software engineering education".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19215 Internet.  01 May, 2024

@INPROCEEDINGS{asee_peer_19215
author = "Stephen T Frezza, Richard W. Moodey, David Arthur Nordquest, and Krishnakishore Pilla P.E."
title = "Applying a knowledge-generation epistemological approach to computer science and software engineering education"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19215}
number = {10.18260/1-2--19215}
}

TY  - CPAPER
AB  -           Applying a knowledge-generation epistemological approach to             computer science and software engineering pedagogyTLC Topic Area: Concepts and Philosophy of Engineering LiteracyThis paper proposes a brief exploration of the epistemology of knowledge, specificallydistinguishing the development of scientific knowledge from the development of engineeringknowledge. Based on a pragmatic theory approach (Pitt), the paper proposes a pattern fordistinguishing the ‘science’ of computer science from its ‘engineering’ aspects. The paper thenapplies these distinctions to traditional Computer Science knowledge, and explores itsrelationship to ‘engineering science’. The implications of this knowledge-generation approach todiscipline exploration are then applied to Software Engineering as an engineering discipline.This application aims at distinguishing Software Engineering from the scientific and engineeringaspects of Computer Science.A cursory introduction to the literature of the philosophy of engineering reveals competingviewpoints on what distinguishes scientific from engineering knowledge, including engineering(and technology) as applied science (Durbin, p. 42) and the influence of knowledge generation asa means to distinguish between ‘scientific’ and ‘engineering’ knowledge. When seen through thelens of a pragmatic theory of knowledge, the crucial characteristics of scientific knowledgeinclude that scientific knowledge is theory bound, and scientific knowledge is developed toexplain the way the world works. (Pitt, p. 2) Engineering knowledge can be considered a distinctform of knowledge since scientific and engineering knowledge aim at different ends. In short,science aims to explain and technology/engineering aims to create artifices. "Technology, thoughit may apply science, is not the same as or entirely applied science" (Vincente, p. 4).The pragmatic theory of knowledge provides a means by which to distinguish, particularly in alearning environment, the critical terms of ‘science’, ‘engineering science’ and ‘engineering’ canbe reliably distinguished. These classifications apply to various engineering disciplines, and aresignificant because they contribute significantly to the organization and deployment of ABET-accredited undergraduate engineering programs. In this context, distinguishing the engineeringcontent and science content of xyz-science (e.g., thermal-science, computer-science,environmental-science) courses are classified directly affects the educational content of theengineering major. This is particularly challenging in Computer Science, which sharesoverlapping intellectual traditions with (Tedre, p. 108) The paper will then explore what effectthis has by dissecting classical computer-science course(s) (Frezza, p. 84), and relate theirscience and engineering components to software engineering and computer science education.WorksCitedDurbin, P. T. (2010). Multiple Facets of Philosophy and Engineering. In I. a. Ibo van de Poel (Ed.),         Philosophy and Engineering, An Emerging Agenda (pp. 41‐47). Springer. Frezza, S. (2010, August). Computer Science:Is it Really the Scientific Foundation for Software         Engineering? Computer, 82‐85. Pitt, J. C. (2007, Fall). What Engineers Know. Techné: Research in Philosophy and Technology, 5(3). Tedre, M. (2007). Know Your Discipline: Teaching the Philosophy of Computer Science. Journal of         Information Technology Education, 6, 105‐122. Vincente, W. (1990). What Engineers Know and How They Know It. Baltimore: Johns Hopkins University        Press.  
AU  - Stephen T Frezza
AU  - Richard W. Moodey
AU  - David Arthur Nordquest
AU  - Krishnakishore Pilla P.E.
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Applying a knowledge-generation epistemological approach to computer science and software engineering education
UR  - https://peer.asee.org/19215
DO  - 10.18260/1-2--19215
ER  -