NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ887016
Record Type: Journal
Publication Date: 2010-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0304-3797
Challenges and Promises of Overcoming Epistemological and Methodological Partiality: Advancing Engineering Education through Acceptance of Diverse Ways of Knowing
Douglas, Elliot P.; Koro-Ljungberg, Mirka; Borrego, Maura
European Journal of Engineering Education, v35 n3 p247-257 Jun 2010
The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the "European Journal of Engineering Education" and the "Journal of Engineering Education", with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: "What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?".
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A