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首页> 外文期刊>Engineering Studies: Journal of the International Network for Engineering Studies >Outside the 'comfort zone': impacts of interdisciplinary research collaboration on research, pedagogy, and disciplinary knowledge production
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Outside the 'comfort zone': impacts of interdisciplinary research collaboration on research, pedagogy, and disciplinary knowledge production

机译：在“舒适区”之外：跨学科研究合作对研究，教学法和学科知识产生的影响

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摘要

We present a case study centered on an engineering design initiative in which engineers invite scientists to participate in an interdisciplinary collaboration aimed at designing an unmanned, underwater robot. Our interviews of faculty and student project participants were the central focus of our analysis, while the knowledge products produced by the participants in the form of journal articles played a role in our formulation of an open-ended interview question set. Boundary objects in the form of fish and their bio-robotic replications emerged as having played a central role in facilitating the negotiation of epistemological challenges, which were instantiated as differing experimental practices, theories, and concepts. Our analysis of the interview data pays particular attention to the role of boundary objects and epistemological challenges in shaping research and pedagogical practices and in bringing about disciplinary knowledge gains. We propose that interdisciplinary research processes operate via boundary objects to facilitate epistemic negotiations that are leading to disciplinary transformations. The researchers' reflections indicate that many of their approaches to research and education were fundamentally impacted through this collaboration and that their respective disciplines experienced knowledge gains that may not have been possible within a single-disciplinary framework.
机译：我们以工程设计计划为中心提出一个案例研究，在该计划中，工程师邀请科学家参加旨在设计无人水下机器人的跨学科合作。我们对教职员工和学生项目参与者的访谈是我们分析的重点，而参与者以期刊文章形式生产的知识产品在我们制定不限成员名额的访谈问题集方面发挥了作用。鱼和它们的生物机器人复制品形式的边界物体在促进认识论挑战的谈判中发挥了核心作用而出现，这些挑战被实例化为不同的实验实践，理论和概念。我们对访谈数据的分析特别关注边界对象和认识论挑战在塑造研究和教学实践以及带来学科知识增益方面的作用。我们建议跨学科的研究过程通过边界对象进行操作，以促进导致学科变革的认知谈判。研究人员的反映表明，他们的许多研究和教育方法都受到这种合作的根本影响，并且他们各自的学科都经历了知识积累，而这在单学科框架内是不可能实现的。

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