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    A Systematic Review of Argumentation Related to the Engineering-Designed World

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    Background Across academic disciplines, researchers have found that argumentationā€based pedagogies increase learners\u27 achievement and engagement. Engineering educational researchers and teachers of engineering may benefit from knowledge regarding how argumentation related to engineering has been practiced and studied. Purpose/Hypothesis Drawing from terms and concepts used in national standards for Kā€12 education and accreditation requirements for undergraduate engineering education, this study was designed to identify how arguments and argumentation related to the engineeringā€designed world were operationalized in relevant literature. Methodology Specified search terms and inclusion criteria were used to identify 117 empirical studies related to engineering argumentation and educational research. A qualitative content analysis was used to identify trends across these studies. Findings Overall, engineeringā€related argumentation was associated with a variety of positive learner outcomes. Across many studies, arguments were operationalized in practice as statements regarding whether an existing technology should be adopted in a given context, usually with a limited number of supports (e.g., costs and ethics) provided for each claim. Relatively few studies mentioned empirical practices, such as tests. Most studies did not name the race/ethnicity of participants nor report engineeringā€specific outcomes. Conclusions Engineering educators in Kā€12 and undergraduate settings can create learning environments in which learners use a range of epistemic practices, including empirical practices, to support a range of claims. Researchers can study engineeringā€specific outcomes while specifying relevant demographics of their research participants
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