A Comparative Study of the Cognitive Integration of Disciplinary and Societal Knowledge Between First-year and Senior Engineering Students Through Mathematical Modeling: An Epistemic Network Analysis

Engineers contribute to the development of technologies that shape not only material structures but also social structures. Therefore, it is essential to expand knowledge in engineering education research regarding learning experiences that foster engineering students’ integration between disciplinary and social knowledge. This dissertation aimed to compare the cognitive integration processes of disciplinary knowledge—specifically in mathematics and engineering—and critical reflections related to societal knowledge between a team of first-year engineering students and a team of senior engineering students as they engaged in the Ram Pump Model-Eliciting Activity. The comparison sought to provide insights into the initial stages of cognitive integration and how these processes may be modified throughout the engineering program. This dissertation was grounded in the Models and Modeling Perspective and the Appropriate Technology Framework. It was conducted as a comparative case study, and the analytical framework integrated thematic analysis and Epistemic Network Analysis. Findings showed that the Ram Pump MEA prompted both teams to engage in cognitive integration processes that connected mathematical and engineering knowledge with critical reflections, providing meaningful opportunities for students early in their studies, before deeply engaging with disciplinary knowledge, and for those who had completed most of their coursework. Thus, this MEA can be employed at different stages of the engineering program—to support early development of engineering knowledge or to enable application of disciplinary knowledge—both within relevant societal contexts. This study contributes to efforts to transform engineering education by shifting from simple problems to complex challenges that integrate relevant social contexts.

Author dc:creator

• Montero Moguel, Luis Emmanuel

Contributors dc:contributor

• Carmona, Guadalupe
• Mejia, Joel
• Shaffer, David
• Lima, Cynthia
• Anderson, Myron

• Engineering Education
• Epistemic Network Analysis
• Interdisciplinary Learning and Teaching
• Mathematical Modeling
• Model Eliciting Activities

Handle dc:identifier.uri

https://hdl.handle.net/20.500.12588/7473

OAI identifier oai:identifier

oai:tdl-ir.tdl.org:20.500.12588/7473