Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences.

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  • Additional Information
    • Publication Year:
      2011
    • Author-Supplied Keywords:
      engineering learning
      learning sciences
      situative learning
    • NAICS/Industry Codes:
      NAICS/Industry Codes 923110 Administration of Education Programs
      611699 All Other Miscellaneous Schools and Instruction
      611710 Educational Support Services
    • Abstract:
      BACKGROUND The field of engineering education research has seen substantial growth in the last five years but it often lacks theoretical and empirical work on engineering learning that could be supplied by the learning sciences. In addition, the learning sciences have focused very little on engineering learning to date. PURPOSE This article summarizes prior work in the learning sciences and discusses one perspective--situative learning--in depth. Situativity refers to the central role of context, including the physical and social aspects of the environment, on learning. Furthermore, it emphasizes the socially and culturally negotiated nature of thought and action of persons in interaction. The aim of the article is to provide a foundation for future work on engineering learning and to suggest ways in which the learning sciences and engineering education research communities might work to their mutual benefit. SCOPE/METHOD The article begins with a brief discussion of recent developments in engineering education research. After an initial overview of the field of learning sciences, situative learning is discussed and three analytical aspects of the perspective are outlined: social and material context, activities and interactions, and participation and identity. Relevant expert commentaries are interspersed throughout the article. The article concludes with an exploration of the potential for contributions from the learning sciences to understanding engineering learning. CONCLUSION There are many areas of mutual benefit for engineering education and the learning sciences and many potential areas of collaborative research that can contribute not only to engineering learning but to the learning sciences. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • ISSN:
      10694730
    • Accession Number:
      59258099
  • Citations
    • ABNT:
      JOHRI, A. et al. Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences. Journal of Engineering Education, [s. l.], v. 100, n. 1, p. 151, 2011. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=59258099. Acesso em: 24 jan. 2020.
    • AMA:
      JOHRI A, OLDS BM, Esmonde I, et al. Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences. Journal of Engineering Education. 2011;100(1):151. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=59258099. Accessed January 24, 2020.
    • APA:
      JOHRI, A., OLDS, B. M., Esmonde, I., Madhavan, K., Roth, W.-M., Schwartz, D. L., … Tabak, I. (2011). Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences. Journal of Engineering Education, 100(1), 151. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=59258099
    • Chicago/Turabian: Author-Date:
      JOHRI, ADITYA, BARBARA M. OLDS, Indigo Esmonde, Krishna Madhavan, Wolff-Michael Roth, Dan L. Schwartz, Jessica Tsang, Estrid Sørensen, and Iris Tabak. 2011. “Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences.” Journal of Engineering Education 100 (1): 151. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=59258099.
    • Harvard:
      JOHRI, A. et al. (2011) ‘Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences’, Journal of Engineering Education, 100(1), p. 151. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=59258099 (Accessed: 24 January 2020).
    • Harvard: Australian:
      JOHRI, A, OLDS, BM, Esmonde, I, Madhavan, K, Roth, W-M, Schwartz, DL, Tsang, J, Sørensen, E & Tabak, I 2011, ‘Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences’, Journal of Engineering Education, vol. 100, no. 1, p. 151, viewed 24 January 2020, .
    • MLA:
      JOHRI, ADITYA, et al. “Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences.” Journal of Engineering Education, vol. 100, no. 1, Jan. 2011, p. 151. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=59258099.
    • Chicago/Turabian: Humanities:
      JOHRI, ADITYA, BARBARA M. OLDS, Indigo Esmonde, Krishna Madhavan, Wolff-Michael Roth, Dan L. Schwartz, Jessica Tsang, Estrid Sørensen, and Iris Tabak. “Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences.” Journal of Engineering Education 100, no. 1 (January 2011): 151. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=59258099.
    • Vancouver/ICMJE:
      JOHRI A, OLDS BM, Esmonde I, Madhavan K, Roth W-M, Schwartz DL, et al. Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences. Journal of Engineering Education [Internet]. 2011 Jan [cited 2020 Jan 24];100(1):151. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=59258099