Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience

Wendell, Kristen B.

doi:10.7771/2157-9288.1085

Cited by 26 publications

(28 citation statements)

References 35 publications

(32 reference statements)

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“…Instructors have to grapple with different objectives that arise, often in-the-moment, and make decisions about what aspects of engineering design they want to support. For instance, when looking to support students' engineering design processes, instructors may notice that their beginning designers are not gathering as much information about a design problem as more experienced designers would 7,14 . Therefore, when deciding how to respond to students' work, instructors have to balance supporting their students to richly define the problem, while also helping them progress through the design process and not get "stuck" in problem scoping.…”

Section: Tensions In Assessing Students' Engineeringmentioning

confidence: 99%

“…Other work examines students' understandings of the content of engineering 9,10 or specific concepts in mathematics and science that have high leverage in engineering design and analysis 11,12 . More recently, ethnographic and case-study based work has emphasized the need for instructors consider students' perspectives in engineering-such as how they are interpreting tasks and course structures 13,14 or how they develop identities within engineering 15,16 .…”

Section: Disciplinary Substance In Engineering Designmentioning

confidence: 99%

“…Some of this research examines student perspectives based on evidence gathered in situ as students work on engineering design tasks. Researchers draw on the notion of framing 42,43,44 and emphasize the importance of examining how students interpret and coordinate different perspectives of the design tasks 13,14,45 . For example, McCormick's recent work emphasizes the importance of students' interpreting design tasks in classrooms to consider how the design will be used, how to meet classroom expectations, and how to manufacture a prototype 13 .…”

Section: Students' Perspectives Within and About Engineering Designmentioning

confidence: 99%

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Noticing, Assessing, and Responding to Students' Engineering: Exploring a Responsive Teaching Approach to Engineering Design

Wendell

Watkins

Johnson

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This research paper examines formative assessment in engineering design, unpacking the disciplinary substance that instructors must attend to in their teaching. Borrowing the framework of responsive teaching from the math and science education literature, we argue for the importance of closely examining the many moment-to-moment assessments and decisions that engineering teachers encounter. Responsive teaching is an instructional approach in which instructors base their pedagogical moves on what their students are saying and doing. Instead of predetermining what will happen in classrooms, teachers elicit students' ideas, interpret and assess disciplinary aspects of students' reasoning, and respond with pedagogical decisions based on their interpretations.Responsive teaching has the potential to be a particularly useful approach for teaching engineering design: As students adapt to new criteria and constraints when solving ill-defined engineering design problems, teachers need to be responsive to their changing needs. However, most of the work on responsive teaching has occurred in math and science education.In this paper, we follow in the tradition of math and science education researchers who use their own teaching episodes as the basis for scholarly research on responsive teaching. Using microanalytic analysis, we examined two video-recorded cases from our engineering teaching at both the elementary and university level to explore how different yet equally legitimate disciplinary goals can conflict with each other and produce "instructional tensions" for the teacher. We used purposeful sampling to select cases rich in opportunities to unpack student thinking in engineering. We present in-depth analyses of the tensions that emerged between different disciplinary goals in these STEM learning environments. These results point to the need for increased attention on how teachers manage the different disciplinary practices and goals in STEM activities, particularly when incorporating formative assessment strategies or adopting a responsive teaching approach.

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Section: Tensions In Assessing Students' Engineeringmentioning

confidence: 99%

Section: Disciplinary Substance In Engineering Designmentioning

confidence: 99%

Section: Students' Perspectives Within and About Engineering Designmentioning

confidence: 99%

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Noticing, Assessing, and Responding to Students' Engineering: Exploring a Responsive Teaching Approach to Engineering Design

Wendell

Watkins

Johnson

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Perhaps teachers would have a different perception of the possibility of teaching engineering in K-8 if they learned about the availability of these curricula in their preservice training. 13 Additionally, future work should target teachers with experience teaching engineering to better understand what strategies worked to help empower them to teach engineering.…”

Section: Recommendationsmentioning

confidence: 99%

Assessing Teachers’ Experiences with STEM and Perceived Barriers to Teaching Engineering

Coppola

Madariaga

Schnedeker

2015 ASEE Annual Conference and Exposition Proceedings

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Leonardo Madariaga is a graduate student in the Center for Engineering Education and Outreach (CEEO) at Tufts University in Medford, MA. He graduated as a Product Design Engineer in 2006 from Federico Santa Maria Technical University (UTFSM) in Chile. Currently he is a M.S. student in Human Factors Engineering at Tufts. His primary interest is the generation of physical and digital environments that can foster design and creativity in engineering education. He has seven years of experience in teaching engineering undergraduates design methods and guiding them in project based courses at UTFSM in Chile, where he also worked as a product innovation consultant for several small companies. Marya H Schnedeker, Center for Engineering Education and Outreach, Tufts UniversityMarya Schnedeker is a M.S. student at Tufts University in the Human Factors Engineering program. Her research focus is instructional design. She is currently researching methods of training novice users on CAD software and 3D printers.

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“…Information request seemed to occur "more on the fly." Also, there was one student who never asked for information, which was also seen in a recent study in which preservice teachers collaborated to solve a design task 8 . Authors reported that these teachers did not request information.…”

Section: Discussionmentioning

confidence: 88%

WORK IN PROGRESS: Quantitative Information Acquisition and Utilization by First-Year Engineering Students

Liu¹,

Tolbert²,

Mendoza-Garcia³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Findings from previous research focused on decision making and judgement in engineering design process show that both the quantity and type of information gathered distinguish experts from novice designers. As a component of a larger investigation of the interplay between students' mathematical and design thinking processes in design tasks, we focus this study on quantitative information acquisition and utilization.This analysis focuses on a sample of five first-year engineering students who attend an ABET accredited university in the Midwestern U.S. During the study session, students "think aloud" as they designed a playground for a fictional neighborhood. The students were encouraged to request information from the facilitator, as necessary. Using critical incident analysis, we identified each request for quantitative information and then determined whether the student used that information for design or mathematical purposes. The results of this investigation show that each student has a unique approach to acquire and utilize information. In addition to what is already known about information gathering, this study contributes additional insights into the ways that first-year engineering students acquire, evaluate and utilize quantitative information and its role in the overall quality of the final design solution.

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Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience

Cited by 26 publications

References 35 publications

Noticing, Assessing, and Responding to Students' Engineering: Exploring a Responsive Teaching Approach to Engineering Design

Noticing, Assessing, and Responding to Students' Engineering: Exploring a Responsive Teaching Approach to Engineering Design

Assessing Teachers’ Experiences with STEM and Perceived Barriers to Teaching Engineering

WORK IN PROGRESS: Quantitative Information Acquisition and Utilization by First-Year Engineering Students

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