June 15, 2019
June 15, 2019
June 19, 2019
Educational Research and Methods
Situated cognition research demonstrates that different contexts wherein learning occurs and knowledge is applied shape our conceptual understanding. Within engineering education and practice this means that practitioners, students, and instructors demonstrate different ways of representing their conceptual knowledge due to the different contexts wherein they learn and apply engineering concepts. The purpose of this paper is to present themes on how practitioners, students, and instructors represent fundamental structural engineering concepts within the contexts of structural engineering design. By representation of concepts we mean the ways in which practitioners, students, and instructors portray and demonstrate their conceptual understanding of concepts through the social and material contexts of the workplace and classroom environments. Previous research on learning and engineering education has shown the influence that social and material contexts within these environments have on our knowing and understanding. The researchers use ethnographic methods consisting of workplace and classroom observations, interviews with practitioners, students, and instructors, and documentation of workplace and academic artifacts—such as drawings, calculations, and notes—to access practitioners’, students’, and instructors’ conceptual representations. These ethnographic methods are conducted at a private engineering firm and in 300 and 400 level structural engineering courses. Preliminary results indicate that instructors’ conceptual representations in the classroom aim to enhance students’ broader understanding of these concepts; whereas students’ conceptual representations are focused towards utility in solving homework and exam problems. Practitioners’ conceptual representations are more flexible and adapt to project and workplace constraints. These results seem to indicate that even when instructors emphasize broader conceptual knowledge, the academic incentives behind homework and test scores lead to more academically focused conceptual representations by students. Furthermore, practitioners’ conceptual representations indicate the necessity of conceptual fluency in the workplace, which contrasts with the rigidity of conceptual representations that students develop in the classroom. This comparison between workplace and academic conceptual representations enhances our understanding of the extent to which students, instructors, and practitioners share similar or different conceptual representations within the domain of structural engineering. This, in turn, may lead to guided curriculum reform efforts aimed at better preparing structural engineering students for their professional careers.
Barner, M. S., & Brown, S. A., & Gestson, S. L. (2019, June), Conceptual Representations in the Workplace and Classroom Settings: A Comparative Ethnography Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32534
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015