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Communicating your findings in engineering education: the value of making your theoretical perspective explicit

Jawitz, Jeff ; Case, Jennifer

European journal of engineering education, 2009-05, Vol.34 (2), p.149-154 [Periódico revisado por pares]

Abingdon: Taylor & Francis

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Título:
Communicating your findings in engineering education: the value of making your theoretical perspective explicit
Autor: Jawitz, Jeff ; Case, Jennifer
Assuntos: constructivism ; Constructivism (Learning) ; critical inquiry ; Critical Theory ; Educational Research ; Educational Theories ; Engineering ; Engineering Education ; engineering education research ; Higher education ; Inquiry ; positivism ; Problem solving ; Research Papers (Students) ; Research Reports ; Scientific Methodology ; Technical Writing ; theoretical perspective ; Theory
É parte de: European journal of engineering education, 2009-05, Vol.34 (2), p.149-154
Notas: ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
Descrição: The authors observe that many research papers in engineering education do not explicitly state the theoretical perspective underpinning their work. In this article they argue for the value of theory in assisting researchers in communicating their research findings. Three theoretical perspectives that can be used to support one's research are described, namely; positivism, constructivism and critical inquiry, and in each case examples of research questions that best match the particular framework are given. Researchers are advised to be aware of the limitations of each perspective and to use the one that best assists them in understanding and solving the problems they wish to address.
Editor: Abingdon: Taylor & Francis
Idioma: Inglês

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Communicating your findings in engineering education: the value of making your theoretical perspective explicit

Jawitz, Jeff ; Case, Jennifer

Abingdon: Taylor & Francis

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