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Learning through artifacts in engineering education: Some perspectives from the philosophy of technology and engineering science
Linköping University, Department of Science and Technology, Physics and Electronics. (Ingenjörsvetenskapens didaktik)ORCID iD: 0000-0002-7708-069X
2009 (English)In: Proceedings of SEFI 37th Annual Conference: July 1-4, 2009, Rotterdam, 2009Conference paper (Refereed)
Abstract [en]

The concept of mediation could be represented by: Human ⇔ Mediating tools ⇔ World. Questions about the role of technology (artifacts) in everyday human experience include: How do technological artifacts affect the existence of humans and their relationship with the world? How do artifacts create and transform human knowledge? How is human knowledge incorporated into artifacts? What are the actions of artifacts? Tools (i.e. conceptual and physical artifacts) play an important role in human thinking and learning. However the role of technology is frequently missing, or insufficiently evaluated, in educational analysis. Herein, I reflect on Dewey’s notion of “education as engineering”. Considering the importance of the use of tools in education, I claim that education could, in one sense, be seen as an engineering science. Engineers are trained in design, especially in artifact design, and in under¬standing and improving complex systems. They should be trained to understand that humans are also part of the systems that they work with. Thus, approaches and knowledge from the perspective of engineering science and the philosophy of technology can contribute to the understanding and development of engineering education.

Place, publisher, year, edition, pages
Keyword [en]
Engineering education research, philosophy of technology, educational design, mediation
National Category
URN: urn:nbn:se:liu:diva-25556ISBN: 978-2-87352-001-4OAI: diva2:245903
SEFI 2009
Available from: 2009-10-07 Created: 2009-10-07 Last updated: 2013-09-12

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Bernhard, Jonte
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Physics and Electronics

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