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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >A Philosophy of Learning Engineering and a Native American Philosophy of Learning; An Analysis for Congruency
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A Philosophy of Learning Engineering and a Native American Philosophy of Learning; An Analysis for Congruency

机译：学习工程哲学与美国原生学习哲学;同种异体分析

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摘要

Engineering needs diversity so that creative solutions may be developed for the modern-day grand challenges. Native Americans can offer a unique perspective to solving problems due to their worldview, yet they remain drastically underrepresented in engineering and broader STEM fields. Restricting the pathways to engineering, K-12 students in non-mainstream groups can experience alienation from science and engineering due to the universalist view in which K-12 science is taught. However, engineering education can support alternative ways of knowing through curriculum that is culturally responsive. Culturally-responsive schooling is to design learning environments and train educators with appropriate curriculum, pedagogy, standards, and assessments that will value and foster a student's cultural identity. This study deconstructs a traditional Navajo philosophy of learning and predominant philosophies of learning in engineering design to make explicit the differences between ways of knowing. The outcome of this study is an evaluation of how an engineering education might fit into a traditional Navajo worldview. The intent of the work is to contribute to the conversation of how culturally-responsive schooling may be designed to minimize barriers to engineering for Native American students.
机译：工程需求多样性，以便可以为现代的大挑战制定创意解决方案。美国原住民可以提供独特的视角来解决由于他们的世界观而解决问题，但它们在工程和更广泛的斯蒂芬领域仍然受到困扰。限制工程的途径，非主流团体的K-12学生可以由于普遍主义观点而在教授K-12科学的普遍主义观点，他们可以从科学和工程方面经历。然而，工程教育可以通过在文化响应的课程中支持替代方式。文化响应的教育是设计具有适当课程，教学，标准和评估的学习环境和培训教育者，这些课程将会重视和培养学生的文化认同。本研究解构了传统的纳瓦霍学习哲学和在工程设计中学习的主要哲学，以明确知识方式之间的差异。本研究的结果是评估工程教育如何适应传统的纳瓦霍世界观。这项工作的意图是有助于对谈话进行谈话，这些教育如何旨在最大限度地减少美国本土学生的工程障碍。

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