Learning to do knowledge work: a framework for teaching research design in engineering education

• Autores: Lars Bækgaard, Christian T. Lystbæk
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 35, no. Extra 1 (Parte B ), 2019 (Ejemplar dedicado a: Active Learning Experiences in Engineering Education), págs. 333-344
• Idioma: inglés
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• Resumen

  • The purpose of this article is to describe and evaluate a framework for active learning to enhance research skills amongengineering students. Following a tradition of experiential learning, we have developed a conceptual framework to supportsuch learning. We use the term ‘PROE’ to refer to the framework suitable to characterize a research design in terms of fourrelated aspects: purpose, research, outcome, and evaluation. The PROE framework is a modelofas well asforresearch. Itcan be used to design, redesign, and evaluate a research process by involving not only the ability to apply specific techniquesand follow specific procedures but also the higher-order competences of alignment and adjustment. As such, it is aneducational framework, actively promoting the teaching-learning research activities in engineering education. We evaluateand discuss the effects on student learning by looking at data from personal observations, course evaluations, and studentresearch projects. Thus, we contribute to the field of active learning in engineering education with a presentation of PROEas aneducational framework for active learningto advance research in engineeringeducation as wellas anevaluation of thestudents’ and our own (as lecturers) learning experiences.