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I initially became interested in knowledge transfer after observing my students’ general inability to use mathematical knowledge and skills in an applied (engineering) context. My personal belief was that the students should have an understanding of basic basic mathematical concepts, like integration, and be able to use them correctly to solve problems. Clearly, something was missing in my students’ understanding or perhaps memory that was causing them problems in this regard. In my initial work on knowledge transfer, I found that many students did not even recognize the need to transfer knowledge and for example, to integrate to solve a problem framed in an engineering context unless they were prompted to do so. Concerned by this troubling observation, coupled with my belief that engineers should be able to both understand and apply mathematical concepts in their coursework and careers, I determined to investigate the cause of the problem and, if possible, evidence a potential solution to help students transfer mathematical knowledge into an applied (engineering) context. In this study, I examine an expert (faculty) approach to problem solving using a semi-structured, think-aloud interview protocol coupled with a thorough thematic analysis for phenomenological themes. This analysis, grounded in an existing framework of knowledge transfer, provides a rich, thick description of the knowledge transfer, and problem solving process employed by the faculty expert and serves as a useful comparative case against which student approaches to problem solving and knowledge transfer can be judged. Important findings of this study relate to the extensive use of reflective and evaluative practices employed by the faculty member at all stages of the problem solving process. These internal checks and balances are rarely observed among novice problem solvers and perhaps represent behaviors that we, as educators, should seek to impart in our students if they are to become more adaptable engineers who are better equipped to transfer their knowledge and skills across a range of contexts.
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Addressing Complex Challenges in Coupled Natural and Human Systems Through Principled Pragmatism: A Case Study From Bangladesh
Some of the most persistent challenges facing society and the environment arise from an intricate coupling of natural and human systems (CNHS). These challenges resist traditional expert-driven problem-solving approaches and require a careful synthesis of both “explanation” and “understanding” to achieve equity and sustainability. Whereas, explanations tend to be the domain of scientific experts who seek generalizable solutions through theory building, modeling, and testing, understandings represent the wisdom of practitioners that enables real-world problem solving to proceed by accounting for contextual values, capacities, and constraints. Using a case study from Bangladesh as an illustrative case of CNHS, we take an explanatory approach in using the extended case study method to show why and how an expert-led response to remediation of arsenic-contaminated wells led to unintended outcomes, which could have been accounted for if a complexity science informed framework of the problem was in place. The complexity frame keeps one alert to emergent patterns that otherwise remain unanticipated, and thereby, form the basis of adaptive actions. For a path forward in addressing complex CNHS problems, we introduce a novel problem-solving approach that combines pragmatic explanations and interpretive understandings with attention to emergent patterns. We argue that this problem-solving approach – which we term principled pragmatism – can effectively synthesize and apply scientific knowledge and local practical knowledge to develop and implement adaptive, actionable, and sustainable interventions.
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- Award ID(s):
- 2021874
- PAR ID:
- 10560878
- Publisher / Repository:
- Frontiers in Water
- Date Published:
- Journal Name:
- Frontiers in Water
- Volume:
- 3
- ISSN:
- 2624-9375
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/frwa.2021.617255
