東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

First-year engineering students' vie...

Karatas, Faik O.

FindBook

Google Book

Amazon

博客來

First-year engineering students' views of the nature of engineering.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	First-year engineering students' views of the nature of engineering./
作者:	Karatas, Faik O.
面頁冊數:	282 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1522.
Contained By:	Dissertation Abstracts International71-05A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3402453
ISBN:	9781109745658

First-year engineering students' views of the nature of engineering.
Karatas, Faik O.

First-year engineering students' views of the nature of engineering. - 282 p.

Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1522.

Thesis (Ph.D.)--Purdue University, 2009.

The changing nature of engineering problems and new challenges that result from globalization and new ways of doing business have triggered calls for a revolutionary shift in engineering education. To respond to these challenges, the engineering education paradigm has been revised by adding more design and humanities/social sciences components to it. Philosophy, sociology, and history of engineering are more often cited as a major part of engineering education in this movement. Research on the nature of engineering (NOE), which is derived from philosophy, sociology, and the history of engineering, could have as much potential impact on engineering education as research on the nature of science (NOS) has had on science education. Thus, it is surprising that there has been no noteworthy research on this topic. The purpose of this study is to describe and determine first-year engineering students' views of the NOE and how these students differentiate engineering from science.

ISBN: 9781109745658Subjects--Topical Terms:

1017897
Education, Sciences.

First-year engineering students' views of the nature of engineering.
LDR:03007nam 2200349 4500 001 1390890
005 20101215102232.5
008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9781109745658
035 $a (UMI)AAI3402453
035 $a AAI3402453
040 $a UMI $c UMI
100 1 $a Karatas, Faik O. $3 1669240
245 1 0 $a First-year engineering students' views of the nature of engineering.
300 $a 282 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1522.
500 $a Adviser: George M. Bodner.
502 $a Thesis (Ph.D.)--Purdue University, 2009.
520 $a The changing nature of engineering problems and new challenges that result from globalization and new ways of doing business have triggered calls for a revolutionary shift in engineering education. To respond to these challenges, the engineering education paradigm has been revised by adding more design and humanities/social sciences components to it. Philosophy, sociology, and history of engineering are more often cited as a major part of engineering education in this movement. Research on the nature of engineering (NOE), which is derived from philosophy, sociology, and the history of engineering, could have as much potential impact on engineering education as research on the nature of science (NOS) has had on science education. Thus, it is surprising that there has been no noteworthy research on this topic. The purpose of this study is to describe and determine first-year engineering students' views of the NOE and how these students differentiate engineering from science.
520 $a In this research, an open-ended Views of the Nature of Engineering questionnaire (VNOE) was employed to collect baseline data. Semi-structured interviews based on the VNOE questionnaire were conducted with the second cohort of the participants. Data analysis was guided by a traditional phenomenographic approach, which is a branch of the hermeneutic tradition, coupled to constant comparison technique.
520 $a The results of this study indicated that the participants' overall views of the nature of engineering were not ill-developed, but rather unarticulated. Moreover, the relationship between engineering and science was considered unidirectional rather than bidirectional. The results of this study could be used to inform engineering educators, first-year engineering coordinators, and policy makers as well as serving as the base for further research and potential implications for future first-year and K-12 engineering education.
590 $a School code: 0183.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
690 $a 0714
690 $a 0727
690 $a 0998
710 2 $a Purdue University. $b Curriculum and Instruction. $3 1019080
773 0 $t Dissertation Abstracts International $g 71-05A.
790 1 0 $a Bodner, George M., $e advisor
790 1 0 $a Eichinger, David C. $e committee member
790 1 0 $a Oakes, William $e committee member
790 1 0 $a Samarapungavan, Ala $e committee member
790 $a 0183
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3402453