Learning about engineering education research: What conceptual difficulties still exist for a new generation of scholars?

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dc.contributor.authorStreveler, R.A.
dc.contributor.authorPitterson, N.P.
dc.contributor.authorHira, A.
dc.contributor.authorRodriguez-Simmonds, H.
dc.contributor.authorAlvarez, J.O.
dc.contributor.departmentUniversidad EAFIT. Departamento de Ingeniería de Procesosspa
dc.contributor.researchgroupDesarrollo y Diseño de Procesosspa
dc.date.accessioned2021-04-12T19:08:53Z
dc.date.available2021-04-12T19:08:53Z
dc.date.issued2015-01-01
dc.description.abstractIn 2007, Borrego published her groundbreaking work 'Conceptual difficulties experienced by trained engineers learning educational research methods'[1] that described five conceptual difficulties engineering faculty encountered as they began to learn about rigorous research in engineering education. Since Borrego's research was published the engineering education departments have been formed and a new generation of engineering education researchers has emerged. These researchers must tackle the same paradigm shift that faced the engineering faculty in Borrego's study. The research question that guided this study was: 'What conceptual hurdles still exist for the new generation of engineering education researchers?' PhD students in Engineering Education were asked to reflect on their conceptual difficulties during the first semester of their PhD courses and write an end-of-semester reflective paper that summarizes their cognitive journey. The summative reflections were coded using Borrego's conceptual hurdles as a framework. The results of the present study can inform those entering the engineering education research community by highlighting areas that remain problematic and offer strategies that emerging scholars have used to make sense of educational theories and methods. © 2015 IEEE.eng
dc.identifierhttps://eafit.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=2335
dc.identifier.doi10.1109/FIE.2015.7344303
dc.identifier.issn15394565
dc.identifier.otherSCOPUS;2-s2.0-84960333701
dc.identifier.urihttp://hdl.handle.net/10784/28295
dc.language.isoeng
dc.publisherInstitute of Electrical and Electronics Engineers Inc.
dc.relationDOI;10.1109/FIE.2015.7344303
dc.relationSCOPUS;2-s2.0-84960333701
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84960333701&doi=10.1109%2fFIE.2015.7344303&partnerID=40&md5=5a1fce6e20ca33d34cfa839f14dd5be3
dc.rightsInstitute of Electrical and Electronics Engineers Inc.
dc.sourceProceedings - Frontiers In Education Conference, Fie
dc.subject.keywordEducationeng
dc.subject.keywordEngineering educationeng
dc.subject.keywordTeachingeng
dc.subject.keywordConceptual difficultieseng
dc.subject.keywordEducational researcheng
dc.subject.keywordEngineering education researcheng
dc.subject.keywordEngineering education research communitieseng
dc.subject.keywordEngineering facultyeng
dc.subject.keywordNew Generation of Scholarseng
dc.subject.keywordParadigm shiftseng
dc.subject.keywordRigorous researcheng
dc.subject.keywordEngineering researcheng
dc.titleLearning about engineering education research: What conceptual difficulties still exist for a new generation of scholars?eng
dc.typeinfo:eu-repo/semantics/conferencePapereng
dc.typeconferencePapereng
dc.typeinfo:eu-repo/semantics/publishedVersioneng
dc.typepublishedVersioneng
dc.type.localDocumento de conferenciaspa

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