2023-12-08 Johanna Lönngren

the program will appear hereEpistemic challenges and emotional scaffolding: Multimodal analysis of engineering students’ group discussions on wicked problems Johanna Lönngren¶

Previous research has shown that emotions play important roles in engineering education, particularly when students engage with wicked problems. Such problems confront engineering students with epistemic challenges caused by high levels of complexity, uncertainty, and ambiguity. Cognitive support can help students understand the nature of epistemic challenges, but it is not enough to help students overcome those challenges. In this seminar, I will present preliminary results from a multimodal analysis of how engineering students express emotions when they face epistemic challenges in group work on wicked sustainability problems, and how emotional expressions can serve as emotional scaffolding - facilitating (or hindering) expansive learning with wicked problems. The analysis is part of our ongoing research project EMOTE (VR:2020-03907).¶

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Några artiklar:¶

Lönngren, J., Direito, I., Tormey, R., & Huff, J. (2023). Emotions in engineering education. In A. Johri (Ed.), International Handbook of Engineering Education (pp. 156–182). Routledge. https://doi.org/10.4324/9781003287483¶

Lönngren, J., & van Poeck, K. (2021). Wicked problems: A mapping review of the literature. International Journal of Sustainable Development & World Ecology, 28(6), 481–502. https://doi.org/10.1080/13504509.2020.1859415¶

Lönngren, J. (2021). Wicked problems i lärande för hållbar utveckling – vägledning för att ta fram exempel och problembeskrivningar. Högre Utbildning, 11(3), 67–75. https://doi.org/10.23865/hu.v11.3091¶

Lönngren, J., Adawi, T., & Svanström, M. (2019). Scaffolding strategies in a rubric-based intervention to promote engineering students’ ability to address wicked problems. European Journal of Engineering Education, 44(1–2), 196–221. https://doi.org/10.1080/03043797.2017.1404010