Using transformative learning theory to explore student points of view in a second-year mechanical engineering design course: A collaborative action research approach

Abstract

ABSTRACT The goal of this work was to explore ways, within an existing engineering curriculum, to address the culture of disengagement by challenging the dominant engineering mindset. We conducted Collaborative Action Research to explore the implementation of Transformative Learning pedagogies in a Human-Centered Design context to understand how students make meaning of engineering contexts that involve unique sociotechnical considerations. Findings suggest that introducing students to such contexts allows them to use other points of view which can challenge the dominant engineering mindset and promote openness to the social nature of engineering, resulting in a more informed understanding of the nature of engineering overall. Furthermore, adopting Transformative Learning Theory as a framework for understanding and interpreting how the points of view students utilize can address the culture of disengagement by challenging the dominant engineering mindset. A framework connecting students’ points of view to their understanding of the nature of engineering is provided.