How Philosophical Beliefs about Science Affect Science Education in Academic Engineering Programs
The Context of Construction
Bibliographic Data
| ID | 12973552 |
|---|---|
| Authors | Mieke Boon (0000-0003-2492-2854, University of Twente, corresponding author) |
| Year | 2022 |
| Volume | 14 |
| Issue | 2 |
| Pages | 109-133 |
| Publication date | 2022-05-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Engineering Studies (JOURNAL) |
| Journal identifiers | ISSN: 1937-8629 • E-ISSN: 1940-8374 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/19378629.2022.2125398 |
| OpenAlex | W4297973208 |
| Language | EN |
| Citations received | 3 |
| References cited | 51 |
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
Construct (python library · Context (archaeology · Domain (mathematical analysis · Engineering ethics · Epistemology · Pedagogy · Philosophy of science · Premise · Science education · Science, technology, society and environment education · Social science · Sociology · Sociology of scientific knowledge · Cognitive Science and Education Research · Computer Science · Engineering · Interdisciplinary Research and Collaboration · Mathematics · Philosophy and History of Science
How the Laws of Physics Lie
Inventing Temperature
Articulating the World
Is Water H2O?
The Neglect of Experiment
The Uses of Argument
Understanding Scientific Understanding
Interdisciplinary engineering education
Models as mediating instruments
Reflections on my Critics
Personal Knowledge
Representing and Intervening
Cognitive Models of Science
A Contextual Approach to Scientific Understanding
Inductive Risk and Values in Science
Operational Analysis
Nomic Concepts, Frames, and Conceptual Change
Saving the Phenomena
The Cognitive Structure of Scientific Theories
Scientific Perspectivism
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |