Communicating your findings in engineering education: the value of making your theoretical perspective explicit
Journal Article
2009
Permanent link to this Item
Authors
Journal Title
European Journal of Engineering Education
Link to Journal
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Publisher
University of Cape Town
Department
License
Series
Abstract
The authors observe that many research papers in engineering education do not explicitly state the theoretical perspective underpinning their work. In this article they argue for the value of theory in assisting researchers in communicating their research findings. Three theoretical perspectives that can be used to support one's research are described, namely; positivism, constructivism and critical inquiry, and in each case examples of research questions that best match the particular framework are given. Researchers are advised to be aware of the limitations of each perspective and to use the one that best assists them in understanding and solving the problems they wish to address.
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 23 April 2009, available online: http://www.tandfonline.com/10.1080/03043790902833317.
Keywords
Reference:
Jawitz, J., Case, J. 2009. Communicating your findings in engineering education: the value of making your theoretical perspective explicit. European Journal of Engineering Education.