Argumentation Framework as an Educational Approach for Supporting Critical Design Thinking in Engineering Education

Miguel Alfonso Feijoo-Garcia; Brittany Newell; Alejandra J. Magana; Mark Holstrom

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 25
Tagged Division: Educational Research and Methods Division (ERM)
Permanent URL: https://peer.asee.org/46597

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Paper Authors

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Miguel Alfonso Feijoo-Garcia Purdue University orcid.org/0000-0001-5648-9966

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Miguel A. Feijoo-Garcia is a Ph.D. student in Technology of the Computer and Information Technology Department at the Polytechnic Institute of Purdue University at West Lafayette, IN. His research interests focus on Applied Analytics to support Computer Science Education. Miguel is currently working on the Research of Computing in Engineering and Technology Education Lab (RocketEd) under the supervision of Dr. Alejandra J. Magana. Miguel is from Colombia, South America, where got a B.Sc. in Systems and Computing Engineering, a B.Sc in Environmental Engineering, a M.Sc. in Information Engineering, and a M.Ed. in Higher Teaching Education.

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Brittany Newell

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r. Brittany Newell is an assistant professor at Purdue University in the Purdue Polytechnic Institute School of Engineering Technology. Brittany received her B.S. in Biomedical Engineering from Purdue University and her M.S. and Ph.D. in Agricultural and

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Alejandra J. Magana Purdue University orcid.org/0000-0001-6117-7502

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Alejandra J. Magana, Ph.D., is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and Professor of Engineering Education at Purdue University.

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Mark Holstrom Purdue University

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Mark Holstrom

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Abstract

Evidence-based Practice paper

Rationale: In the context of engineering design of energy-efficient homes, effective decision-making involves integrating energy science and economic considerations. When faced with the complexity of ill-defined problems, engineering students often rely on trial and error rather than leveraging scientific knowledge. This study examines the educational impact of an Argumentation Framework, guiding students to apply scientific knowledge in design decisions critically. The evidence-based practice manuscript introduces a lesson design in engineering education to analyze and improve educational strategies, reflective practices, and instructional materials.

Assessment methods: This study outlines a lesson design utilizing the Argumentation Framework to support first-year engineering students in overcoming conceptual challenges while developing engineering projects. This approach was implemented in an Engineering Technology undergraduate course at a Midwestern university, whose curriculum covered foundational topics in Energy Science. The task involved designing a zero-energy home using Aladdin software, as an integrated CAD/CAE platform for design and simulation. Students documented their analysis, inferences, and decisions in a design journal with columns for factor, claim, evidence, and reasoning. Hence, this study explored how students integrate science knowledge and economic considerations in decision-making during an engineering project development, part of the lesson design.

Achievement of desired outcomes: Engineering students enrich from applying theoretical knowledge in practical design. This study introduces the Argumentation Framework involved in a lesson design approach, for first-year engineering undergraduate students, fostering critical thinking and practical application of theoretical knowledge in practical design. Emphasizing evidence-backed claims enables students to articulate compelling arguments, enhancing effectiveness in real-world applications. Sankey and Radar charts support these claims, facilitating reflection on how science knowledge guides energy-efficient home design and analyzing emerging trends in economic decision-making and energy science within students' designs.

Citation
Format

Feijoo-Garcia, M. A., & Newell, B., & Magana, A. J., & Holstrom, M. (2024, June), Argumentation Framework as an Educational Approach for Supporting Critical Design Thinking in Engineering Education Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46597

TY - CPAPER
AB - Evidence-based Practice paper

Rationale: In the context of engineering design of energy-efficient homes, effective decision-making involves integrating energy science and economic considerations. When faced with the complexity of ill-defined problems, engineering students often rely on trial and error rather than leveraging scientific knowledge. This study examines the educational impact of an Argumentation Framework, guiding students to apply scientific knowledge in design decisions critically. The evidence-based practice manuscript introduces a lesson design in engineering education to analyze and improve educational strategies, reflective practices, and instructional materials.

Assessment methods: This study outlines a lesson design utilizing the Argumentation Framework to support first-year engineering students in overcoming conceptual challenges while developing engineering projects. This approach was implemented in an Engineering Technology undergraduate course at a Midwestern university, whose curriculum covered foundational topics in Energy Science. The task involved designing a zero-energy home using Aladdin software, as an integrated CAD/CAE platform for design and simulation. Students documented their analysis, inferences, and decisions in a design journal with columns for factor, claim, evidence, and reasoning. Hence, this study explored how students integrate science knowledge and economic considerations in decision-making during an engineering project development, part of the lesson design.

Achievement of desired outcomes: Engineering students enrich from applying theoretical knowledge in practical design. This study introduces the Argumentation Framework involved in a lesson design approach, for first-year engineering undergraduate students, fostering critical thinking and practical application of theoretical knowledge in practical design. Emphasizing evidence-backed claims enables students to articulate compelling arguments, enhancing effectiveness in real-world applications. Sankey and Radar charts support these claims, facilitating reflection on how science knowledge guides energy-efficient home design and analyzing emerging trends in economic decision-making and energy science within students&#39; designs.
AU - Miguel Alfonso Feijoo-Garcia
AU - Brittany Newell
AU - Alejandra J. Magana
AU - Mark Holstrom
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Argumentation Framework as an Educational Approach for Supporting Critical Design Thinking in Engineering Education
UR - https://peer.asee.org/46597
ER -