Engineering Judgement in Undergraduate Structural Design Education: Enhancing Learning with Failure Case Studies

Autor/inn/en	Edmondson, Vikki; Sherratt, Fred
Titel	Engineering Judgement in Undergraduate Structural Design Education: Enhancing Learning with Failure Case Studies
Quelle	In: European Journal of Engineering Education, 47 (2022) 4, S.577-590 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edmondson, Vikki) ORCID (Sherratt, Fred)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2036704
Schlagwörter	Design; Engineering Education; Failure; Case Studies; Undergraduate Students; Structural Elements (Construction); Reliability; Decision Making; Teaching Methods; Outcomes of Education; Civil Engineering; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Case study; Fallstudie; Case Study; Reliabilität; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Ausland
Abstract	Universities face the challenge of developing undergraduate structural engineering students' design judgement. This study evaluates whether introducing 'learning from failure', centralised around 'real-world' case studies, serves to facilitate the development of engineering judgement in structural design. The study identifies the use of three characteristics of engineering judgement: diagnostic, inductive, and interpretive in the work of the first-year undergraduate structural design students. Thematic analysis, combined with a constant comparison method and the rigour of inter-researcher reliability, was used to develop coding and mapping to evaluate students' work. The majority of students correctly applied diagnostic engineering judgement to the definition of a problem for a failure case study; and displayed the inductive aspect of judgement. Students' interpretive understanding embraced multi-faceted considerations, with engineering practice, complexity in causality, and learning from history being dominant. Introducing case studies deepened students' enquiry, stimulating the development of a more nuanced understanding of structural engineering judgement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01