首页> 外文期刊>European journal of engineering education >Challenges and promises of overcoming epistemological and methodological partiality: Advancing engineering education through acceptance of diverse ways of knowing
【24h】

Challenges and promises of overcoming epistemological and methodological partiality: Advancing engineering education through acceptance of diverse ways of knowing

机译:克服认识论和方法论偏见的挑战和希望:通过接受各种知识来推进工程教育

获取原文
获取原文并翻译 | 示例
           

摘要

The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the European Journal of Engineering Education and the Journal of Engineering Education, with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: 'What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?'.
机译:本文的目的是探索将定性研究传统中所包含的认识论多样性引入具有一种主要研究范式的研究社区(例如工程教育)时所面临的挑战和希望。从其他领域使用文献,从工程教育中使用经验数据,包括《欧洲工程教育期刊》和《工程教育期刊》的实践,期望所提出的思想与广泛的教育学科相关。将定性研究的认识论多样性引入工程教育的主要实证主义领域后,发现了许多挑战。归根结底,拥抱认识论的多样性使研究人员能够问:“从这些新创建的职位中,哪些问题和答案变为可能,从这些替代方法中可以学到什么?”。

著录项

相似文献

  • 外文文献
  • 中文文献
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号