Scaffolding strategies in a rubric-based intervention to promote engineering students’ ability to address wicked problems
Artikel i vetenskaplig tidskrift, 2019

In recent years, there has been increasing interest within the engineering education research community to prepare engineering students to address wicked problems (WPs) such as climate change, resource scarcity and violent conflict. Previous research suggests that engineering students are able to address WPs if they are given adequate support, but there is a lack of research on what kinds of support are needed. This paper aims to reduce this gap by reporting on students’ performance in, and approaches to, addressing WPs when different scaffolding strategies were used in different parts of a rubric-based intervention. The intervention aimed to provide undergraduate engineering students with an understanding of the nature of WPs and with a structured way of addressing them. For each part of the intervention, we discuss affordances for learning provided by the different scaffolding strategies. The results suggest that strong cognitive scaffolding can support students’ understanding of the nature of WPs and students’ performance in written responses to WPs, but possibly also limits deep engagement with WPs and transfer of learning to other contexts.

Författare

Johanna Lönngren

Chalmers, Vetenskapens kommunikation och lärande, Avdelningen för ingenjörsutbildningsvetenskap (EER)

Tom Adawi

Chalmers, Vetenskapens kommunikation och lärande, Avdelningen för ingenjörsutbildningsvetenskap (EER)

Magdalena Svanström

Chalmers, Teknikens ekonomi och organisation, Miljösystemanalys

European Journal of Engineering Education

0304-3797 (ISSN) 1469-5898 (eISSN)

Vol. 44 1-2 196-221

Drivkrafter

Hållbar utveckling

Ämneskategorier

Lärande

Pedagogik

Lärande och undervisning

Pedagogiskt arbete

DOI

10.1080/03043797.2017.1404010

Mer information

Senast uppdaterat

2019-11-04