How Philosophical Beliefs about Science Affect Science Education in Academic Engineering Programs: the Context of Construction.
Science education in academic engineering programs aims to equip students with scientific knowledge and academic skills to solve complex (socio-)technological problems. This article addresses the critical question of whether traditional science courses effectively prepare for this ability. It starts...
| Published in: | Engineering Studies Vol. 14; no. 2; pp. 109 - 134 |
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| Format: | Article |
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Taylor & Francis Ltd
Aug2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=160003890&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 160003890 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19378629 8VW7 jtl: Engineering Studies issn: 19378629 maglogo: Y pubinfo: dt: Aug2022 vid: 14 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 160003890 10.1080/19378629.2022.2125398 ppf: 109 ppct: 25 formats: tig: atl: How Philosophical Beliefs about Science Affect Science Education in Academic Engineering Programs: the Context of Construction. aug: au: Boon, Mieke affil: Department of Philosophy, University of Twente, AE Enschede, The Netherlands su: Science education Engineering education Academic programs Building design & construction Scientific knowledge sug: subj: Science education Engineering education Academic programs Building design & construction Scientific knowledge keyword: Cognitive sciences Engineering sciences History of technology Model construction Paradigms of Science Scientific models Scientist-practitioners Technology in Science Cognitive sciences Engineering sciences History of technology Model construction Paradigms of Science Scientific models Scientist-practitioners Technology in Science ab: Science education in academic engineering programs aims to equip students with scientific knowledge and academic skills to solve complex (socio-)technological problems. This article addresses the critical question of whether traditional science courses effectively prepare for this ability. It starts from the premise that scientific approaches to technological design and development require the ability to construct new scientific knowledge (e.g. scientific models) relevant and adequate to the concrete problem. My central claim is that a dominant view of science, called a physics paradigm of science, hinders the effectiveness of science courses. Next, I propose that an alternative view of science, called an engineering paradigm of science, is better suited to understanding scientific approaches in technological design and development, and to developing more effective science education. The engineering paradigm of science assumes 'useful' knowledge as the goal of science, and thus focuses on the construction of scientific knowledge for epistemic purposes in specific contexts such as technological design and development. The philosophy of science can contribute to a better understanding of the epistemic strategies in knowledge construction. I propose to call this domain of study the context of construction. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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