ERIC Number: EJ1102558
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Use of Engineering Design Scenarios to Assess Student Knowledge of Global, Societal, Economic, and Environmental Contexts
McKenna, Ann F.; Hynes, Morgan M.; Johnson, Amy M.; Carberry, Adam R.
European Journal of Engineering Education, v41 n4 p411-425 2016
Product archaeology as an educational approach asks engineering students to consider and explore the broader societal and global impacts of a product's manufacturing, distribution, use, and disposal on people, economics, and the environment. This study examined the impact of product archaeology in a project-based engineering design course on student attitudes and perceptions about engineering and abilities to extend and refine knowledge about broader contexts. Two design scenarios were created: one related to dental hygiene and one related to vaccination delivery. Design scenarios were used to (1) assess knowledge of broader contexts, and (2) test variability of student responses across different contextual situations. Results from pre- to post-surveying revealed improved student perceptions of knowledge of broader contexts. Significant differences were observed between the two design scenarios. The findings support the assumption that different design scenarios elicit consideration of different contexts and design scenarios can be constructed to target specific contextual considerations.
Descriptors: Environmental Education, Global Education, Economic Impact, Social Influences, Familiarity, Knowledge Level, Evaluation Methods, Engineering Education, Manufacturing, Distributive Education, Wastes, Active Learning, Student Projects, Student Attitudes, Dental Health, Immunization Programs, Design, Vignettes, Pretests Posttests, Student Surveys, Undergraduate Students, Positive Attitudes, Outcome Measures, Attitude Change, Likert Scales, Nonparametric Statistics, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A