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ERIC Number: EJ1064591
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: EISSN-2157-9288
The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research
Hynes, Morgan; Swenson, Jessica
Journal of Pre-College Engineering Education Research, v3 n2 Article 4 p31-42 2013
Mathematics and science knowledge/skills are most commonly associated with engineering's pre-requisite knowledge. Our goals in this paper are to argue for a more systematic inclusion of social science and humanities knowledge in the introduction of engineering to K-12 students. As part of this argument, we present a construct for framing the humanistic side of engineering with illustrative examples of what appealing to the humanistic side of engineering can look like in a classroom setting, and opportunities for research that examines the dynamics that the humanistic side of engineering introduces into engineering learning and teaching. The illustrative examples are drawn from interactions among student-teams from elementary classrooms engaged in engineering activities that appeal to the humanistic side of engineering. Referencing these examples as well as other established engineering education programs, we will discuss opportunities for research in the education of K-16 students. These opportunities span understanding how students' attitudes, beliefs, and perceptions shift, particularly among traditionally underrepresented populations, to how students' engineering knowledge and practices develop in the context of a humanistic approach to engineering.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: 1020243