A framework for an engineering reasoning test and preliminary results

Abstract

The work reported here describes the development and initial testing of a framework to help assess the broad understanding of technology by individuals who are not specifically educated as engineers. It is generally accepted that technology is essential to our current lifestyles and wellbeing, and the importance of engineering to economic prosperity is commonly acknowledged. However limited work has been done determine the extent to which undergraduates possess a general understanding of the principles, products, and processes of technology. A challenge in developing assessments of engineering and technological literacy is the diverse audiences seen as beneficiaries of such knowledge. The need exists for greater understanding of engineering and technology by diverse groups such as the general public; liberal arts undergraduates; managers in technologically-based industries; other professionals such as lawyers, policy makers, and public servants; and even those trained as engineers. Each of these groups is seen as benefiting from different aspects of technological and engineering literacy leading to difficulty in developing broadly applicable assessment methods. To address this dilemma, the current work developed a framework based on the underlying nature of technological systems and, using this framework, developed an initial engineering reasoning assessment. The framework starts with the concept of function and extends through the design process and technological evolution. Major ideas include the following: technological systems are created to achieve a function that is accomplished through physical form. Technological systems transform materials, energy, and information. Function is provided by components combined into systems. Components utilize physical phenomena which can be modeled using mathematics. Systems employ diverse interacting phenomena. Component functions transfer across systems. Systems can become components in other systems and systems are sociotechnical. System design creates component ensembles with emergent properties. Technological system domains are groups of systems related by a set of shared component types and underlying physical principles. Technological systems evolve often by a process of substitution at the component and subsystem level. This framework is not dependent of any one specific type of technology and can be used to address higher order thinking rather than simple recall of specific facts or repetition of rote procedures. A set of pilot questions has been developed and tested with a range of students across multiple institutions. Some of the initial testing at the current stage of development is reported. The work reported here seeks to demonstrate the potential feasibility of establishing assessment methods that can be used with students who are not majoring in one of the STEM disciplines.