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Breaking down dualisms in engineering classrooms: how emotions can support engineering problem solving
University of Calgary, Schulich School of Engineering, Calgary, Canada.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0001-9667-2044
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0003-3614-1692
2022 (English)In: 2022 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2022Conference paper, Published paper (Refereed)
Abstract [en]

This special session aims to explore, discuss, and deconstruct different dualisms in engineering and engineering education. A broad range of dualisms, such as the rational/emotional, technical/social, and theoretical/practical have strongly influenced engineering education and practice since the 17th century. Engineering education researchers have for a long time raised concerns that these dualisms may deter engineers from taking environmental and social concerns into account when designing new technology, and that they may contribute to excluding certain groups of students from striving to become engineers. Still, the dualisms persist and continue to frustrate engineering educators' efforts to teach subjects such as human-centered design, holistic problem solving, and sustainability thinking. In this session, we will explore how these dualisms manifest in participants' classrooms and how they could be challenged. Specifically, participants will engage in collaborative discussions to explore the impacts of dualisms in engineering classrooms. The session will be of particular interest to engineering educators who wish to create more inclusive learning environments where students engage with holistic approaches to engineering.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers (IEEE), 2022.
Series
IEEE Frontiers in Education Conference, ISSN 15394565
Keywords [en]
emotions in engineering, engineering dualisms, hidden curriculum, sociotechnical engineering
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-203114DOI: 10.1109/FIE56618.2022.9962596Scopus ID: 2-s2.0-85143825499ISBN: 9781665462440 (electronic)OAI: oai:DiVA.org:umu-203114DiVA, id: diva2:1727972
Conference
2022 IEEE Frontiers in Education Conference, FIE 2022, Uppsala, Sweden, 8-11 October, 2022.
Available from: 2023-01-17 Created: 2023-01-17 Last updated: 2023-03-24Bibliographically approved

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Lönngren, JohannaBerge, Maria

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf