Table 2 Comparing arguments for integrating science and engineering
Pedagogical argument | Epistemological argument | Methodological argument | |
|---|---|---|---|
Supporting Arguments | Pedagogical Power: Engineering helps make abstract science concepts concrete. Engineering is the application of science. | Epistemological Pluralism: Engineering is inherently interdisciplinary; the integration of science and engineering (as well as other disciplines) is a natural part of problem setting. | Methodological Flexibility: Students need to develop abilities to solve problems, and engineering design provides strategies to do so. |
Counter Arguments | “Engineering” as a disciplinary core idea and a disciplinary practice may be left out. | Scientific and mathematical concepts can differ based on the solutions students pursue. Requires comfort in managing complexity. | Core ideas in science and mathematics concepts may be left out due to a focus on process. |