Epistemological Tensions in Engineering Education Research: How do we Negotiate Them?

摘要

This work-in-progress research paper contemplates the epistemological paradigms that support and drive research in engineering education, and the subsequent tensions that arise. Through collaborative autoethnography, the authors explore their academic experiences while conducting engineering education research during their Ph.D. programs. Three theoretical models of mentoring relationships, academic/professional identity, and levels of inquiry development are fused to conceptualize the doctoral journey and guide and interpret the data. The question, `What factors affect epistemological tensions in engineering education research for an emergent academic?' is explored. The initial findings continue the dialogue discovered in the literature by asking how the community should negotiate these tensions in order to cultivate increased vigor and scholarship in the field.