Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
No Canadian affiliation. An affiliation-only frame — the usual design — would never have seen this work. It is one of the works that make the case for inverting the frame.
Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
- Teacher spread
- 0.306 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
C ontributors Indigo Esmonde, University of Toronto; Krishna Madhavan, Purdue University; Wolff‐Michael Roth, University of Victoria; Dan L. Schwartz and Jessica Tsang, Stanford University; Estrid Sørensen, Humboldt University and Aarhus University; Iris Tabak, Ben Gurion University of the Negev B ackground The field of engineering education research has seen substantial growth in the last five years but it often lacks theoretical and empirical work on engineering learning that could be supplied by the learning sciences. In addition, the learning sciences have focused very little on engineering learning to date. P urpose This article summarizes prior work in the learning sciences and discusses one perspective—situative learning— in depth. Situativity refers to the central role of context, including the physical and social aspects of the environment, on learning. Furthermore, it emphasizes the socially and culturally negotiated nature of thought and action of persons in interaction. The aim of the article is to provide a foundation for future work on engineering learning and to suggest ways in which the learning sciences and engineering education research communities might work to their mutual benefit. S cope /M ethod The article begins with a brief discussion of recent developments in engineering education research. After an initial overview of the field of learning sciences, situative learning is discussed and three analytical aspects of the perspective are outlined: social and material context, activities and interactions, and participation and identity. Relevant expert commentaries are interspersed throughout the article. The article concludes with an exploration of the potential for contributions from the learning sciences to understanding engineering learning. C onclusion There are many areas of mutual benefit for engineering education and the learning sciences and many potential areas of collaborative research that can contribute not only to engineering learning but to the learning sciences.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- Journal of Engineering Education
- Topic
- Innovative Education and Learning Practices
- Field
- Social Sciences
- Canadian institutions
- —
- Funders
- —
- Keywords
- Engineering educationContext (archaeology)SociologySituated learningPedagogySituatedLearning sciencesEngineering ethicsEngineeringExperiential learningArtificial intelligenceGeography
- Has abstract in OpenAlex
- yes