liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Learning of complex concepts: Engineering students’ developing epistemic fluency in an electric circuit theory course
Linköping University, Department of Science and Technology, Physics, Electronics and Mathematics. Linköping University, Faculty of Science & Engineering. (Ingenjörsvetenskapens didaktik)ORCID iD: 0000-0002-7708-069X
Högskolan i Jönköping.
2019 (English)In: SEFI annual conference, 2019, Budapest, 2019Conference paper, Published paper (Refereed)
Abstract [en]

An important aim in engineering education is that students should not only acquire knowledge, but they should be able to use this knowledge in action. I.e. they should develop professional capabilities for knowledgeable action and actionable knowledge. 

According to Markauskaite and Goodyear professional knowledgeable action requires a holistic, fluent and co-ordinated use of semiotic and material tools, body and environment. Knowledgeable action requires the development of epistemic fluency that involves the ability to smoothly move between abstract, contextual and situated ways of knowing and the capacity to employ multiple epistemic tools. However, the epistemic complexity of knowledgeable action is often underestimated in engineering education. This epistemic complexity has been addressed by Carstensen and Bernhard who have developed the notion of “learning of complex concepts” (LCC-model) that models how students learn to master epistemic tools by “making links”. 

In this study we have used the LCC-model as an investigatory tool to analyse video-recordings from electric circuit theory courses. The aim was to gain an increased understanding in how students develop epistemic fluency. We will discuss critical features in the design of labs and in the use of real experiments, computer simulations, modelling and other semiotic and material tools in labs for students’ development of epistemic fluency. The results of this study show that labs can be designed to facilitate students’ development of epistemic fluency by making links.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Learning of complex concepts, epistemic fluency, knowledge in action, lab-work.
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-157979OAI: oai:DiVA.org:liu-157979DiVA, id: diva2:1328529
Conference
SEFI annual conference, 2019, Budapest, September 16-19, 2019
Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-06-27Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Bernhard, Jonte

Search in DiVA

By author/editor
Bernhard, Jonte
By organisation
Physics, Electronics and MathematicsFaculty of Science & Engineering
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 47 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf