2016年国家工程院典范伦理课程的系统审查:编码框架的修订
Justin L Hess1, Alison J Kerr2, Athena Lin3
1Purdue University, West Lafayette, IN, USA. jhess@purdue.edu.
Science and engineering ethics
|October 23, 2023
概括
本研究修订了一个编码框架,以分析工程伦理教育在模范程序. 调查结果显示,道德意识和专业技能是学习的关键目标,教学和评估方法各不相同.
科学领域:
- 工程教育 工程教育教育
- 伦理教育教育 伦理教育
背景情况:
- 认可的工程课程需要道德指导,但教学和评估方法差异很大.
- 鉴定工程伦理教育的最佳实践是具有挑战性的,因为这种变化.
研究的目的:
- 修改编码框架,用于分析工程教育中的伦理学习目标,教学策略和评估策略.
- 在国家工程院 (NAE) 认可的模范工程伦理课程中识别这些组件的趋势.
主要方法:
- 24个NAE模范工程伦理课程的系统审查 (2016年).
- 应用和修订先前编码框架,以编码学习目标,教学策略和评估策略.
- 更新的框架包括学习目标,教学策略,评估数据收集和评估设计的类别.
主要成果:
- 伦理敏感性/意识是一个普遍的学习目标,经常与伦理推理和专业技能发展相结合.
- 多种指导策略是常见的,作业/家庭作业和总结性反思是最常见的评估数据来源.
- 编码评估方法的挑战导致了未来工程伦理指导评估的实际建议.
结论:
- 开发的编码框架和对示范程序的分析为设计和评估工程伦理教育提供了指导.
- 标准化工程伦理教育方法的报告可以提高一致性和有效性.
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