Please use this identifier to cite or link to this item:
Title: ‘I take engineering with me': epistemological transitions across an engineering curriculum
Authors: Winberg, Christine 
Winberg, Simon 
Jacobs, Cecilia 
Garraway, James 
Engel-Hills, Penelope 
Keywords: Epistemological transitions;Intended curriculum;Engineering knowledge;Semantic gravity;Semantic density;Semantic density
Issue Date: 2015
Publisher: Taylor & Francis
Abstract: In this paper we study epistemological transitions across an intended engineering curriculum and recommend strategies to assist students in attaining the increasingly complex concepts and insights that are necessary for transition to advanced levels of study. We draw on Legitimation Code Theory [Maton, Karl. 2014, Knowledge and Knowers: Towards a Realist Sociology of Education. Abingdon: Routledge], in particular the dimensions of sematic gravity and semantic density, to explain these transitions. Data for the study was obtained from a curriculum renewal project that reveals how engineers understand engineering knowledge. We find an interdependent relationship between semantic gravity and semantic density in the intended engineering curriculum. The complexity of the context and the problems that arise from it pose strong cognitive challenges. The semantic gravity wave rises and falls across the engineering curriculum s, enabling both abstraction and a focus on ‘real world’ problems in specialised knowledge fields. Control of the semantic gravity wave is key to the provision of ‘epistemological access’ [Morrow, Wally, ed. (2003) 2009. Bounds of Democracy: Epistemological Access in Higher Education. Reprint, Pretoria: HSRC Press] to engineering knowledge.
Appears in Collections:Eng - Journal articles (DHET subsidised)

Show full item record

Page view(s)

Last Week
Last month
checked on Feb 9, 2021

Google ScholarTM


This item is licensed under a Creative Commons License Creative Commons