Epistemological Tension in Project-Based Learning: Fabricated and Propagated Knowledge Through Practical and Formal Lenses

• In Event: 30.031 - Learning, Cognition, and Motivation in Postsecondary Engineering and Computer Science

Abstract

On account of similarities between the characteristics of project-based learning (PBL) and those of engineering practice, curricula incorporating PBL are purported to be ideal for undergraduate engineering coursework. Given the suitability of PBL for engineering coursework, the present work explores students’ epistemological stances within a PBL environment. Through semi-structured interviews with students enrolled in a PBL introductory civil engineering course, the present work explores how students mediate their engagement through practical and formal epistemological lenses. In particular, this report finds that students struggle to find academic authenticity in the project-based learning environment, suggesting there is a tension between both propagated and fabricated knowledge in addition to tension between students’ formal and practical epistemologies in engineering.

Authors

• Bernard G David, The University of Texas - Austin

• Jill Ann Marshall, The University of Texas - Austin