A4 Conference proceedings

Design Science in Engineering Education Research


Open Access publication


Publication Details

Authors: Naukkarinen Johanna, Talikka Marja

Publication year: 2021

Language: English

JUFO level of this publication: 1

Permanent website address: https://peer.asee.org/36922

Open Access: Open Access publication


Abstract

Design science, design research, design-based research, design science
research, and design experiments are terms used by different research
communities to describe a somewhat similar concept, namely an inquiry
process where new knowledge is created through application of scientific
theories, systematic design, and collecting evidence of the quality and
results of the design process. Probably the most known articulation of
this process was presented by Herbert Simon in his book The Sciences of
the Artificial published for the first time in 1969. Simon suggested
that the paradigm of design science is much applied in engineering.
However, one rarely sees the engineering research explicitly described
in those terms.
In the early 2000s the ideas of design science were actively discussed
in many disciplines outside engineering. In management sciences, the
design science approach was suggested to be a valuable addition to
contemporary research methodologies, and in information systems research
it was argued to be one of the two paradigms characterizing the
research in the field. In learning sciences, the concept was introduced
already in the 1990s, and a decade later a vivid discussion continued
regarding the role and added value of design experiments, design
research, and design-based research for educational research.
Both in the management science and learning sciences the need for design
science is justified with the bridging of practice to theory and
thereby advancing practices alongside theories. In learning sciences,
the design experiments are seen as a means of studying the learning
phenomena in the real world instead of laboratory, thus arriving at
better understanding of the contextual aspects or learning and enabling
the creation of better learning conditions. Like educational research in
other disciplines, also engineering education research (EER) often aims
at improving the learning environments and learning conditions of
students. Although design science may not be an explicitly known
research paradigm to many engineering educators, many of its principles
are implicitly present in engineering research and thus familiar to
them. This creates a potential for bridging not only educational theory
and practice, but also practices of engineering education research and
engineering research.
This paper presents a systematic literature review of the explicit use
of the design science methodology in engineering education research. In
addition to understanding how widely the approach is known within the
community, further aims of the study are to explore how this research
approach is used, described, and justified in the EER literature. Based
on the findings, recommendations regarding the use of the design science
approach in engineering education research are presented.


Last updated on 2021-05-08 at 08:48