Communicating your findings in engineering education: the value of making your theoretical perspective explicit

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dc.contributor.authorJawitz, Jeffen_ZA
dc.contributor.authorCase, Jenniferen_ZA
dc.date.accessioned2014-11-29T17:41:59Z
dc.date.available2014-11-29T17:41:59Z
dc.date.issued2009en_ZA
dc.descriptionThis 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.en_ZA
dc.description.abstractThe 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.en_ZA
dc.identifier.apacitationJawitz, J., & Case, J. (2009). Communicating your findings in engineering education: the value of making your theoretical perspective explicit. <i>European Journal of Engineering Education</i>, http://hdl.handle.net/11427/9852en_ZA
dc.identifier.chicagocitationJawitz, Jeff, and Jennifer Case "Communicating your findings in engineering education: the value of making your theoretical perspective explicit." <i>European Journal of Engineering Education</i> (2009) http://hdl.handle.net/11427/9852en_ZA
dc.identifier.citationJawitz, J., Case, J. 2009. Communicating your findings in engineering education: the value of making your theoretical perspective explicit. European Journal of Engineering Education.en_ZA
dc.identifier.issn1469-5898en_ZA
dc.identifier.ris TY - Journal Article AU - Jawitz, Jeff AU - Case, Jennifer AB - 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. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - European Journal of Engineering Education KW - theoretical perspective KW - engineering education research KW - positivism KW - constructivism KW - critical inquiry LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 1469-5898 T1 - Communicating your findings in engineering education: the value of making your theoretical perspective explicit TI - Communicating your findings in engineering education: the value of making your theoretical perspective explicit UR - http://hdl.handle.net/11427/9852 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9852
dc.identifier.vancouvercitationJawitz J, Case J. Communicating your findings in engineering education: the value of making your theoretical perspective explicit. European Journal of Engineering Education. 2009; http://hdl.handle.net/11427/9852.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentCILTen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceEuropean Journal of Engineering Educationen_ZA
dc.source.urihttp://www.tandfonline.com/10.1080/03043790902833317en_ZA
dc.subjecttheoretical perspectiveen_ZA
dc.subjectengineering education researchen_ZA
dc.subjectpositivismen_ZA
dc.subjectconstructivismen_ZA
dc.subjectcritical inquiryen_ZA
dc.titleCommunicating your findings in engineering education: the value of making your theoretical perspective expliciten_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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