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Higher Seminar with Johanna Lönngren

Johanna Lönngren is well known for her influential work on wicked problems.
In the seminar she will analyse how the complexity, uncertainty and ambiguity provokes student emotions. How can learning be hindered or facilitated?

Time: Fri 2023-12-08 09.00 - 10.00

Video link: Zoom room

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Epistemic challenges and emotional scaffolding: Multimodal analysis of engineering students’ group discussions on wicked problems

Johanna Lönngren
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).

About Johanna Lönngren

Some papers:

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. 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. 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. 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. doi.org/10.1080/03043797.2017.1404010

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