Figure 2 - uploaded by Mike Murphy
Content may be subject to copyright.
Long resistor ladder network with equal components Using the simple electricity laws of calculating the resistance of resistors in series and parallel quickly leads to the results: Rin (open-circuit) = 2 Ω and R in (short-circuit) = 1.5 Ω
Source publication
Perhaps unlike other professions, engineering is strangely difficult to define or describe. This is nowhere as evident as when an attempt is made to articulate its epistemological basis. Engineering has a rich and complex ‘gene pool’ which goes back to when people first built shelters and shaped implements for agricultural purposes. Throughout the...
Context in source publication
Context 1
... illustrate the heuristic approach with a simple example and also to flavor why it is an attractive option when intelligently applied, consider the following problem. A very long ladder network consists of 1-ohm resistors as shown in Figure 2. The problem is to determine the input resistance at terminals TT'. ...
Similar publications
Basing on the assumption that the basic foundations of the natural science knowledge which should be developed in the process of mastering the disciplines of the educational program should be laid for the successful formation of General professional and universal competencies of future specialists in the field of aquaculture, the research goal was...
Professional teachers are teachers who have basic competence within themselves. But most of what happens is still not aware of the importance of competence for teachers. This study aimed to determine the relationship between the professional competence of 21st-century teachers and children's science abilities based on their accreditation. Thus, it...
The aim of the study is to build a model for the introduction of STEM education in institutions of general secondary education, to demonstrate the experience of using ICT in STEM education. Research objectives: to determine the role and place of information and communication technologies in the model of introduction of STEM education in general sec...
The article aims to explore the development of professional competencies in future teachers through school practice, focusing on its effectiveness. Employing methods such as observation, comparison, and performance coefficient calculations, along with the Whitney-Wilk criterion, the study achieved its objective. It found that practical skill acquis...
The article analyzes the theoretical provisions that form the basis of the concept of teaching physics to students of agricultural and technical educational institutions during lectures. The integrative connections of the fundamental and professional orientation of teaching physics to the students of the agro-technical educational institution durin...
Citations
... There is no one type of engineering, as there is no brief definition of engineering that is satisfactory (Radder, 2009;Trevelyan, 2021). Definitions are an important part of the conceptualization of a discipline, yet philosophers of engineering have struggled to define engineering (Grimson & Murphy, 2015). One popular definition, the application of science and mathematics to solve problems, is critiqued by scholars as being narrow (Alza, 2017;Figueiredo, 2008). ...
... Second, engineering decisions are the products of social processes. Inarguably, data and evidence are important in engineering (Grimson & Murphy, 2015). However, such data-driven decision-making does not occur in a vacuum; engineering relies on the social process of reviews and evaluations, coordination of human efforts, and collaboration and teamwork, all key practices among engineers. ...
Background
Understanding the nature of engineering is important for shaping engineering education, especially precollege education. While much research has established the pedagogical benefits of teaching engineering in kindergarten through 12th grade (K–12), the philosophical foundations of engineering remain under-examined.
Purpose
This conceptual paper introduces the honeycomb of engineering framework, which offers an epistemologically justified theoretical position and a pedagogical lens that can be used to examine ways engineering concepts and practices are taught in precollege education.
Scope/Method
The honeycomb of engineering was developed as a descriptive framework by examining existing literature over a wide range of related disciplines such as the philosophy of engineering and technology, as well as design thinking and practice. The pedagogical translation of the framework was then developed to examine published precollege engineering curricula.
Results
The framework categorizes the multiple goals of engineering using an ontological classification of engineering inquiries anchored in the central practice of negotiating risks and benefits (i.e., trade-offs). This framework also illustrates the adaptability of design methodology in guiding six inquiries: (1) user-centered design, (2) design-build-test, (3) engineering science, (4) optimization, (5) engineering analysis, and (6) reverse engineering. The published curricula represented these inquiries with varying degrees, with design-build-test lessons seeing the most representation followed by user-centered design.
Conclusions
The honeycomb of engineering framework delineates variations in engineering education based on an epistemological explanation. The pedagogical translations offer guidance to educators, researchers, and curriculum designers for differentiating curricular aims and learning outcomes resulting from participation in different engineering inquiries.
... Engineers' skepticism around the possibility of including non-numerical considerations while maintaining the expected level of objectivity in the application of scientific principles poses challenges in recognizing and addressing the climate crisis [52]. Just as the work of engineers could play an important role in increasing the awareness of and conversations about a broad range of policy issues, this work intends to launch a conversation around the ways in which engineers can serve as champions in climate change mitigation and climate adaptation. ...
This work highlights the need for accredited engineering curricula to integrate mandatory climate-related learning and proposes four high-level competencies for consideration. The work surveys ten accredited civil engineering programs in Canada as a case study. The survey result that accredited civil engineering programs provide little to no training toward climate competency underscores the need for greater attention to engineering curricula as a tool by which the engineering profession can begin playing an active role in addressing the climate emergency. Discussions touch on the implicit inclusion of climate competencies in other courses and how this implicit inclusion could become more explicit by looking to medical programs' approach. Discussion also touch on potential challenges arising from inconsistent degree requirements in engineering programs and the engineering culture that centres objectivity.
... It is best to clarify this from the start in order to position the assessment in this context. To a large extent the 8R framework is an engineering heuristic rooted in an engineering epistemology (Grimson and Murphy, 2015), aimed at practicality, experience and iterative revision of old and new interventions. The ultimate goal of the 8R assessment is not to rank the chosen case cities in a list of good and bad, or to compare cities in develop or developing countries but to derive practical suggestions for spatial interventions, ...
In light of the discussions on relocating the capital city of Indonesia to a new location in Kalimantan, and create a new green capital city (referred to as IKN), the purpose of this meta-review paper is learn from experiences from other relocations of capital cities and creations of green cities in the world. Specific emphasis is hereby given to urban greening and gentrification. This article applies a meta-analytical approach by connecting the basic tenets of the 8R framework of responsible land management to assess the pros and cons of a selected set of capital city relocations and green cities. From the comparison, it is possible to generate general recommendations for Indonesia's new green capital city. The comparison reveals that each of the selected cases falls short in one or more aspects of the 8R framework. In all cases, constructing green capitals requires a mixed and integrated land use planning, a transparent regulatory framework toward land use control, extensive consultation with both local, national and international stakeholders, and participation with local residents. Only under these conditions, one can ensure ownership, respect and trust in the decision. The quandaries highlight the complexity of capital city relocation and green city creation. The originality lies in the specific land management framework perspective and discursive analysis of documented discourses on constructing new capital and green cities. This provides new options for devising and extending regulatory guidelines and for assigning responsibilities for such new mega-endeavors. Given the conceptual and discursive character of the paper, a limitation of the approach may be that there are no specific empirical data collected, yet several recommendations for further research include expanding the boundary work between the land management, the spatial planning and governance domains.
... Perhaps unlike other professions, engineering is strangely difficult to define or describe. This is nowhere as evident as when an attempt is made to articulate its epistemological basis (Grimson and Murphy 2015). ...
How engineers know, and act on that knowledge, has a profound impact on society. Consequently, the analysis of engineering knowledge is one of the central challenges for the philosophy of engineering. In this article, we present a thematic multidisciplinary conceptual survey of engineering epistemology and identify key areas of research that are still to be comprehensively investigated. Themes are organized based on a survey of engineering epistemology including research from history, sociology, philosophy, design theory, and engineering itself. Five major interrelated themes are identified: the relationship between scientific and engineering knowledge, engineering knowledge as a distinct field of study, the social epistemology of engineering, the relationship between engineering knowledge and its products, and the cognitive aspects of engineering knowledge. We discuss areas of potential future research that are underdeveloped or “undone.”
This work highlights the need for accredited engineering curricula to integrate mandatory climate-related learning and proposes four high-level competencies for consideration. The work surveys ten accredited civil engineering programs in Canada as a case study. The survey result that accredited civil engineering programs provide little to no training toward climate competency underscores the need for greater attention to engineering curricula as a tool by which the engineering profession can begin playing an active role in addressing the climate emergency. Discussions touch on the implicit inclusion of climate competencies in other courses and how this implicit inclusion could become more explicit by looking to medical programs’ approach. Discussion also touch on potential challenges arising from inconsistent degree requirements in engineering programs and the engineering culture that centres objectivity.KeywordsEngineering curriculumClimate changeClimate crisisEducation
The article explores the relationship between humans and other animals, technology, and engineering practices in a project testing Intelligent Transport Systems (ITS) in the arctic. Generally, roads are engineered to promote efficiency and predictability for transport. However, in the arctic northern region of Norway, animals sometimes challenge these virtues. Using Goffman's notion of frames and Callon's concept of overflow as theoretical starting points, the article explores how transport engineers develop intelligent transport infrastructure and envision ways of including animals and other non-humans in the engineers' framing of the road. The engineers first and foremost implement new technological artefacts, which allow them to survey the road in a manner which makes nature's overflows onto the road more manageable. However, these artefacts do not merely contain nature in the engineers' frame-the engineers also envision humans, in this case, motorists, to change their practices. As such, the engineers' attempts to contain animals in a particular frame entail using technology to assemble a new relationship between nature and culture. Taking nature into account when planning and developing infrastructure means reassembling a particular nature-culture relationship. Thus, the article points out that in order to engineer nature, it is also necessary to engineer culture.
The specificity of Engineering knowledge or Engineering science has become a preferred subject of analysis among numerous researchers. It is very difficult to answer the question, what exactly is this ‘specificity of Engineering knowledge’. This article sets out a perspective view of engineering knowledge through the prism of the nature of engineering, clarifying the relationship between the concepts of ‘engineering’, ‘applied science’ and ‘design’. The article points to the many parallels between philosophy and engineering. Engineering, among other things, develops topics in which the theory and the rationale for action are not completely consistent and where practical needs force us to consider known theories that cannot be definite finally. The complex nature of engineering predetermines the specifics of engineering knowledge and, as a consequence, engineering education. The author attempted to connect this understanding to the views of a particular engineering community. The results of studying the opinions of professional engineers on the role and place of philosophy in engineering education are presented. The article argues that the engineer uses the tools of philosophy, such as thought experiments, in particular the ‘nomological machine’. This reflects the heuristic potential of engineering.
En el mes de mayo de 2021 se realizó el XXII Encuentro Nacional de Educación Matemática en carreras de Ingeniería (EMCI) y XIV Encuentro Internacional. El evento fue organizado por el Departamento de Ciencias Exactas y Naturales de la UCU. El propósito de este encuentro, que habitualmente se realizaba cada 18 meses desde el año 1986 y se vio interrumpido en el año 2020 debido a la situación sanitaria mundial, fue reunir a docentes que trabajan en cátedras de Matemática en carreras de Ingeniería, para intercambiar ideas, conocimientos y experiencias. Se presentaron unas 67 ponencias, en donde participaron un total de 170 docentes, provenientes de universidades de Argentina, Brasil, México y Uruguay. La ponencias completas se encuentran en el Libro de Actas del encuentro. Los ejes temáticos fueron: - Articulación e ingreso a las carreras de ingeniería - Extensión - Aplicaciones de la Matemática - Experiencias de la Cátedra - Investigación Educativa - Competencias Matemáticas En el encuentro también se llevaron a cabo 6 talleres, una mesa redonda internacional y tres conferencias. La Comisión Organizadora Local estuvo integrada por Richard Delgado, Magdalena Pagano y Job Flores. Este evento constituyó un espacio para el diálogo reflexivo, un lugar de convergencia y concertación de experiencias, vínculos y nuevos acuerdos, de comunicación de resultados de investigación, de análisis de proyectos colaborativos y de extensión en el área.
Este trabajo presenta la evaluación de una estrategia de ingreso a programas de ingeniería. Se analizó el proceso de ingreso, los resultados de los exámenes de admisión, y se aplicó una estrategia diferenciada de ingreso al programa deseado que incluía un intervención educativa, para, finalmente, revisar el desempeño de los estudiantes a través de su trayectoria escolar. Algunos
hallazgos muestran que, al menos durante el primer semestre de carrera, los estudiantes de cualquier programa presentan resultados similares, igual que en el examen de Pensamiento Matemático. No
siendo así por género de los estudiantes ni las diferentes generaciones, pues las mujeres obtuvieron mejores resultados en el manejo de la lengua en Español y tienen una mejor trayectoria que los
hombres. Por lo cual se muestra un área de oportunidad de profundizar en el diagnóstico del problema y mejorarlo.
