Engineering Students as Co-creators in an Ethics of Technology Course.
Research on the effectiveness of case studies in teaching engineering ethics in higher education is underdeveloped. To add to our knowledge, we have systematically compared the outcomes of two case approaches to an undergraduate course on the ethics of technology: a detached approach using real-life...
| Publicado en: | Science & Engineering Ethics Vol. 27; no. 4; pp. 1 - 27 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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Springer Nature
Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=151547239&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 151547239 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13533452 GNI jtl: Science & Engineering Ethics issn: 13533452 maglogo: N pubinfo: dt: Aug2021 vid: 27 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 151547239 10.1007/s11948-021-00326-5 ppf: 1 ppct: 26 formats: fmt: – @attributes: type: T – @attributes: type: P size: 910KB tig: atl: Engineering Students as Co-creators in an Ethics of Technology Course. aug: au: Bombaerts, Gunter Doulougeri, Karolina Tsui, Shelly Laes, Erik Spahn, Andreas Martin, Diana Adela affil: Philosophy and Ethics, Department IE&IS, Eindhoven University of Technology, Eindhoven, The Netherlands Eindhoven School of Education (ESoE), Eindhoven University of Technology, Eindhoven, The Netherlands VITO – Vision on Technology, Boeretang 200, 2400, Mol, Belgium College of Engineering and Built Environment, Technological University Dublin, Dublin, Ireland sug: keyword: Challenge-based learning Co-creation Competence development Effectiveness model Engineering-ethics education Self-determination theory ab: Research on the effectiveness of case studies in teaching engineering ethics in higher education is underdeveloped. To add to our knowledge, we have systematically compared the outcomes of two case approaches to an undergraduate course on the ethics of technology: a detached approach using real-life cases and a challenge-based learning (CBL) approach with students and stakeholders acting as co-creators (CC). We first developed a practical typology of case-study approaches and subsequently tested an evaluation method to assess the students’ learning experiences (basic needs and motivation) and outcomes (competence development) and staff interpretations and operationalizations, seeking to answer three questions: (1) Do students in the CBL approach report higher basic needs, motivation and competence development compared to their peers in the detached approach? (2) What is the relationship between student-perceived co-creation and their basic needs, motivation and competence development? And (3) what are the implications of CBL/CC for engineering-ethics teaching and learning? Our mixed methods analysis favored CBL as it best supported teaching and research goals while satisfying the students’ basic needs and promoting intrinsic motivation and communication competences. Competence progress in other areas did not differ between approaches, and motivation in terms of identified regulation was lower for CBL, with staff perceiving a higher workload. We propose that our case typology model is useful and that as a method to engage students as co-creators, CBL certainly merits further development and evaluation, as does our effectiveness analysis for engineering ethics instruction in general and for case-study approaches in particular. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Science & Engineering Ethics is a copyright of Springer, 2021. All Rights Reserved. item: Science & Engineering Ethics holder: Springer Nature dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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