자연주의적 탐구조사(Naturalistic Inquiry)

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

In 1974 an article appeared in Science magazine with the dry-sounding title “Judgment Under Uncertainty: Heuristics and Biases” by a pair of psychologists who were not well known outside their discipline of decision theory. In it Amos Tversky and Daniel Kahneman introduced the world to Prospect Theory, which mapped out how humans actually behave when faced with decisions about gains and losses, in contrast to how economists assumed that people behave. Prospect Theory turned Economics on its head by demonstrating through a series of ingenious experiments that people are much more concerned with losses than they are with gains, and that framing a choice from one perspective or the other will result in decisions that are exactly the opposite of each other, even if the outcomes are monetarily the same. Prospect Theory led cognitive psychology in a new direction that began to uncover other human biases in thinking that are probably not learned but are part of our brain’s wiring.

Thinking fast and slow.

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

Engineering is a multi-dimensional discipline. Practicing engineers must possess a variety of knowledge and skills to be successful in the workplace. Now, ABET, through “EAC 2000” has classified these into eleven categories . ABET’s new performance-based criteria require each engineering program’s faculty to clearly enunciate educational objectives in terms of a diverse set of knowledge and skills. Further, the faculty must demonstrate that the program’s graduates are, in fact, acquiring these knowledge and skills, and, where deficiencies exist, they are being corrected. This is a substantial challenge, which requires a comprehensive evaluation system. Clearly, an effective engineering education evaluation program must be multi-faceted, employing an array of methodologies which measure a variety of outcomes, and provide the requisite feedback for making programmatic improvements. We discuss three approaches to outcomes assessment that we are developing and testing. We then describe how these assessment approaches can be integrated into a formal evaluation program. These methods involve questionnaires about attitudes (freshmen and alumni), verbal protocol analysis, and empirical modeling. Each method has different objectives, and therefore serves a different purpose in a well-rounded evaluation program. The advantages and disadvantages of each method, as well as their integration are discussed. Introduction

Three Approaches To Outcomes Assessment: Questionnaires, Protocols, And Empirical Modeling

The Accreditation Board for Engineering and Technology (ABET) has proposed fundamental changes to their accreditation criteria that are performance based, rather than prescriptive. As a result, engineering schools must now consider developing methods and measures to evaluate their engineering programs. One approach to developing program outcomes is to utilize feedback from customers of the engineering education system, specifically alumni and practicing engineers. As part of a larger research effort, the Department of Industrial Engineering at the University of Pittsburgh used customer feedback to develop a set of outcome measures for its program. Responses from surveys sent to the 1987 engineering graduates were analyzed by focus groups consisting of industrial engineers from the Pittsburgh area. From this information, the participants developed affinity diagrams to represent the requirements of an industrial engineering degree. Results of the affinity diagrams were then consolidated to form a set of fifteen measures that could be used in an evaluation program. The outcome measures developed were found to be in concert with the EAC 2000 criteria, yet were specific to the needs of the industrial engineering discipline. This paper discusses the research results and how the methods employed can be transferred to other engineering disciplines.

Development of customer-based outcome measures for an engineering program

The act of evaluating solutions is a common engineering design activity. Over the past eight years we have used verbal protocol analysis to gain insight into engineering students’ design processes. This study includes protocols from 32 freshmen and 61 seniors who solved 2 design problems that differed in complexity. In this dataset, 18 of the subjects solved the same problems as both freshmen and seniors. This dataset has allowed us to characterize differences between freshmen and seniors on a global scale as well as an individual scale. Additionally, the inclusion of two problems that vary in complexity allows us to analyze differences in performance and behaviors across problems. One of the important findings that has emerged from an across problem comparison is differences in the amount of time that students spent evaluating their solutions. In particular, ( i) students spent more time evaluating their solutions and (ii) a greater number of students evaluated their solutions when solving a more “complex” problem as compared to a less “complex” one. In this paper, we present these results and discuss reasons for these differences. These include differences in the complexity of the two problems and the kinds of processes students employed while designing their solutions. We will also discuss the relationships between time spent evaluating and the number of constraints considered (constraints either given or introduced by the student). We conclude this paper with a summary of implications for engineering education.

Engineering Student Design Processes: Looking at Evaluation Practices Across Problems

A goal of engineering education is to prepare students for professional practice by helping students acquire important knowledge and skills as well as an overall schema of engineering practice. In this paper, we report on an exploratory study to investigate civil engineering students’ schemas of civil engineering. In our study, 30 graduating civil engineering students completed a word association task using the probe “civil and environmental engineering.” In this paper, we describe and interpret some results from this experiment, focusing on the relationships of student’s schemas to the engineering schema implicit in the new ABET learning outcomes.

Students' Conceptions Of Their Engineering Discipline: A Word Association Study

Freshman expectations of an engineering program

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