Engineering design in the elementary science classroom: supporting student discourse during an engineering design challenge View Full Text


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Article Info

DATE

2019-03

AUTHORS

Justin McFadden, Gillian Roehrig

ABSTRACT

This exploratory case study examines how various instructional strategies can influence elementary-aged student discourse patterns during an engineering design challenge. With engineering design increasingly entering the elementary science classroom both within the United States and internationally, students must now engage in discipline-specific practices intended to mirror the work of professional engineers. The current study analyzed classroom discourse over the length of an instructional unit using an analytical lens informed by Heath’s (in: Masten (ed) The Minnesota symposia on child psychology, Psychology Press, New York, pp. 59–75, 1999) concept of joint work, which revealed how three parallel and complimentary discourse practices emerged primarily and more readily once students were given access to the materials needed for their mining extraction tool. The study’s findings illustrate the importance of designing and implementing pedagogical supports capable of ensuring students understand how their drawn designs can be used (Henderson in Sci Technol Hum Values 16(4):448–473, 1991) to manage the uncertainty that naturally arises during an engineering design challenge. Furthermore, the results point to the need for further research at the classroom level that investigates how students can be better supported to overcome the challenges associated with design-based problem solving, possibly via the inclusion of written, rather than verbal support. More... »

PAGES

231-262

References to SciGraph publications

  • 2017-03. How an integrative STEM curriculum can benefit students in engineering design practices in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2013-05. Design expert’s participation in elementary students’ collaborative design process in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2015-11. STEM and technology education: international state-of-the-art in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2015-11. Concurrent think-aloud protocols to assess elementary design students in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2013-02. Research in technology education: looking back to move forward in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2009-01. Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study in RESEARCH IN SCIENCE EDUCATION
  • 2000-10. Sketching: Friend or Foe to the Novice Designer? in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2015-04. Effects of Engineering Design-Based Science on Elementary School Science Students’ Engineering Identity Development across Gender and Grade in RESEARCH IN SCIENCE EDUCATION
  • 2000-12. Toward a design theory of problem solving in EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
  • 2010-12. Elementary Students’ Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks in JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
  • 1986-01. Student centered teaching in engineering design in INSTRUCTIONAL SCIENCE
  • 2015-12. STEM learning through engineering design: fourth-grade students’ investigations in aerospace in INTERNATIONAL JOURNAL OF STEM EDUCATION
  • 2004-03. Developing Technological Stance: Children's Learning in Technology Education in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2012. Analyzing Verbal Data: Principles, Methods, and Problems in SECOND INTERNATIONAL HANDBOOK OF SCIENCE EDUCATION
  • 2016-08. Two elementary schools’ developing potential for sustainability of engineering education in INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
  • 2012-11. Power Dynamics and Questioning in Elementary Science Classrooms in JOURNAL OF SCIENCE TEACHER EDUCATION
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    URI

    http://scigraph.springernature.com/pub.10.1007/s10798-018-9444-5

    DOI

    http://dx.doi.org/10.1007/s10798-018-9444-5

    DIMENSIONS

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