A Multi-Epistemological Mapping of Knowing, Learning, and Analytics in Materials Science and Engineering

摘要

Science, technology, engineering, and mathematics (STEM) disciplines are cross-pollinating in increasingly varied ways to give rise to fields such as robotics, systems biology, or materials science and engineering. These fields require pulling together from a variety of disciplines not only content knowledge, but also pedagogical strategies, assessment methodologies, and learning theories. After all, when teaching how to design a robot and assessing a resulting design, the methods and standards from a single discipline would not suffice. Furthermore, as research into increasingly complex phenomena requires more complex combinations of these disciplines, preparing STEM students for navigating these collaborations becomes an important learning objective. Facilitating and researching this kind of preparation requires novel technological as well as philosophical tools.