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.*

There has been considerable concern that entering female engineering students begin their studies with less confidence in their abilities than academically equivalent male students. Further, there is concern that this 'under-confidence' problem persists throughout the university experience. As a precursor to a larger cross-institutional study, the authors have investigated this issue in the USA at the University of Pittsburgh, University of Texas-El Paso and North Carolina State University. Using the Pittsburgh Freshman Engineering Attitudes Surveys, they examined the differences between male and female students' self-assessed confidence (relative to five measures) when they began their engineering studies and after one or two semesters of study. In addition, they examined students' confidence and changes in confidence with respect to their entering SAT scores and first year performance. At all three institutions, female students entered with significantly lower confidence in their basic engineering knowledge and skills (one of the five measures) than did their male counterparts, but only continued to exhibit this low confidence at one institution during the freshman year. However, they did not find any consistent, significant relations for the other measures, nor did they find any relations with SAT and performance.

Understanding student confidence as it relates to first year achievement

A new method for course planning and learning assessment in engineering design courses is presented. The method is based upon components of design activity that are organized into a design attribute framework. The learning objectives of design courses can be expressed within this framework by selecting from among these components. The framework can also be used to guide the development of survey instruments for use in assessment. These two uses of the design attribute framework are illustrated in the context of a freshman engineering design course.

https://www.researchgate.net/profile/Robin_Adams/publication/3050608_A_design_attribute_framework_for_course_planning_and_learning_assessment/links/00b4953703cdcb759f000000.pdf

A design attribute framework for course planning and learning assessment

The "new" Accreditation Board for Engineering and Technology criteria, EC-2000, has caused engineering educators to focus on 11 intentionally undefined outcomes as a necessary step in the accreditation process. As part of a large study sponsored by the National Science Foundation, a framework, based on Bloom's taxonomy, has been developed for better specifying these outcomes. Using this framework, each outcome has been expanded into a set of attributes that can then be used by engineering faculty in adapting the outcomes to their own program. Also discussed are two ways in which this characterization of outcomes can be used as part of an assessment and feedback process. These outcome definitions are considered to be in a dynamic state; i.e., they will continue to be modified and updated as more is learned about their specificity and use.

Defining the outcomes: a framework for EC-2000

Team Idea Generation in the Wild: A View From Four Timescales

Undergraduate engineering programs have faced numerous chal- lenges in recent years. One of these challenges is to improve the way open-ended design is taught. Although changes are underway in schools throughout the United States, not enough evaluation has been done to determine the impact of these changes. In this paper we describe a research tool that can also be used to assess stu- dent learning: verbal protocol analysis. In particular, this tool can be used to document the processes that engineering students use to solve open-ended engineering design problems. The objective of this paper is to demonstrate the use of verbal protocol analysis as a method to assess student design processes. We also discuss the re- search questions that can be addressed by verbal protocol analysis and the opportunity to include this type of study as part of an engi- neering program evaluation. Analysis of these data can be used to gain an in-depth understanding of the processes stu- dents use to solve engineering design problems. Comparison of verbal protocol data can be used to evaluate differences between groups of subjects. For example, approaches by one group of students can be compared to other student groups, to "expert" de- signers, or to prescriptive models of the design process. For the pur- poses of program evaluation, groups of students can be tested and compared to a control group in order to determine if specific class- room experiences affect student design processes. The objective of this paper, then, is to demonstrate the applica- tion of verbal protocol analysis as a tool to document the processes engineering students use to approach design problems. We first de- fine verbal protocol analysis and describe some previous studies that have applied this method. We then present a detailed application of verbal protocol analysis to an engineering design problem. An in- depth examination of two sample subjects from this study demon- strates the type of analyses that are possible and the kinds of ques- tions that can be addressed by verbal protocol analysis. The purpose of this paper is to provide an example of a verbal protocol study, and we do not attempt to draw specific conclusions about student de- sign processes. We also discuss the value of using this tool as one of the many assessment tools that can be used to evaluate an engineer- ing program. Although verbal protocol analysis is too time consuming to use as a method for routine student assessment, the insight it provides into student processes can be very useful to classroom teachers. Therefore we conclude the paper with a brief description of other methods that can be used to provide insight into student processes.

Verbal Protocol Analysis as a Method to Document Engineering Student Design Processes

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