Elementary Teachers’ Reported Responses to Student Design Failures

Lottero‐Perdue, Pamela S.

doi:10.18260/p.23930

Cited by 13 publications

(30 citation statements)

References 28 publications

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“…2,30,31 One of these studies examined elementary teachers' perspectives on failure prior to teaching an engineering unit of instruction. 2 The study found that while these teachers may regard failure as a learning opportunity, few use fail words in their classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%

“…30,31 The simple model shown in Figure 1 depicts three steps after design failure: 1) the students respond to the design failure; 2) the teacher intervenes; and 3) there is a new student response, which may elicit a reconsideration of the design failure, how it can be analyzed, and how it can be improved upon. Caveats with respect to this simple model in our research include that: the design failure itself may not be interpreted correctly, particularly if testing procedures are not followed properly; and there may not need to be a teacher intervention in order for students to engage in failure analysis and improvement, or this intervention may be quite minimal.…”

Section: Noninterventionsmentioning

confidence: 99%

“…40 (See previous work from the authors for a more detailed discussion of these EiE units. 30 ) Similarly, half of the comparison curriculum teachers taught one unit and half taught two; the engineering topics were the same as for EiE teachers. Each assigned engineering unit was connected to science content that teachers taught in their regular instruction prior to teaching the assigned engineering unit.…”

Section: E4 Project and The Eie Curriculummentioning

confidence: 99%

“…They had been exposed through: 1) PD; 2) the EiE teacher guide; and 3) previous survey questions and interviews from our past work. 2,30 We used "exposed" here to suggest that while teachers encountered fail words and had some discussions about failure, these were not intensive, focused efforts to insist that teachers use fail words, teach failure as an explicit concept, etc.…”

Section: The Present Failure Studymentioning

confidence: 99%

“…Most student responses described by interviewees (N=10) were consistent with those student responses identified in previous failure studies pertinent to the first year of the E4 Project. 30,31 Many of the student responses shared by teachers fit neatly into two contrasting categories: positive, resilient, or productive responses to design failure (shown in Table 4); and negative, non-resilient, or nonproductive responses (Table 5). Table 4.…”

Section: Students' Responses To Design Failurementioning

confidence: 99%

See 4 more Smart Citations

Elementary Teachers' Reflections on Design Failures and Use of Fail Words after Teaching Engineering for Two Years (Fundamental)

Lottero‐Perdue¹,

Parry²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Section: Literature Reviewmentioning

confidence: 99%

Section: Noninterventionsmentioning

confidence: 99%

Section: E4 Project and The Eie Curriculummentioning

confidence: 99%

Section: The Present Failure Studymentioning

confidence: 99%

Section: Students' Responses To Design Failurementioning

confidence: 99%

See 3 more Smart Citations

Elementary Teachers' Reflections on Design Failures and Use of Fail Words after Teaching Engineering for Two Years (Fundamental)

Lottero‐Perdue¹,

Parry²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

Engineering mindsets and learning outcomes in elementary school

Lottero‐Perdue

Lachapelle

2020

J of Engineering Edu

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Background: Students may exhibit growth mindsets, where intelligence is seen as malleable and failures prompt more effort and new approaches, or fixed mindsets, where intelligence is seen as immutable and failures indicate lack of intelligence. One's mindset in general may be different from that for a particular domain such as engineering. Having a growth mindset predicts more positive learning outcomes. Purpose: We described the general and engineering mindsets of students in fifth-grade U.S. classrooms (ages 10 and 11) who received engineering instruction. We explored how general mindsets may predict engineering learning outcomes and how engineering mindsets may be predicted by general mindset and other variables. Design/Method: We collected General Mindset (GM) and Engineering Mindset (EM) surveys from 2,086 fifth graders. We analyzed and correlated their GM and EM scores and survey item responses. Using hierarchical linear modeling, we measured the contribution of GM to models predicting EM and engineering learning outcomes and identified factors that predicted EM. Results: Almost three quarters of students who submitted EM surveys agreed with a growth mindset. Students with higher GM scores had higher engineering postassessment scores. Those who had a higher socioeconomic status did not receive special education services, experienced more whole-class discussion and activity, or had a higher GM score were more likely to have a more growth-minded EM score. Conclusions: Engineering education should help students see that they can grow in their capacities to engineer. Instructional interventions may positively impact mindset, which could be particularly important for some students. Engineering design may encourage an especially growth-minded approach to failure experiences.

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Affordances of engineering with English learners

2021

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In this position paper, we draw from previous research and theoretical developments in the field to propose a set of affordances of engineering with English learners (ELs). Students learning both the language of instruction (e.g., English) and academic subject matter (e.g., engineering, mathematics, science) face the challenge of making sense of linguistically complex terminology of disciplinary knowledge. We posit that engineering provides a unique set of benefits for such learners due to a number of factors associated with the discipline of engineering, including the materiality of the knowledge, the potential for multimodal communication, and the contextualization of knowledge in specific task‐oriented activities. We also recognize that engineering benefits from participation by diverse learners including ELs as solutions are strengthened by a multitude of ideas and perspectives. Although this paper focuses on ELs, we recognize that such affordances are also valuable for all students, including native English speakers, and that they may be particularly important for students who may benefit from additional linguistic supports for developing academic literacies. We identify the affordances, anchoring them in elementary classroom experiences and teacher testimonials, and propose a research agenda for future study.

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Elementary Teachers’ Reported Responses to Student Design Failures

Cited by 13 publications

References 28 publications

Elementary Teachers' Reflections on Design Failures and Use of Fail Words after Teaching Engineering for Two Years (Fundamental)

Elementary Teachers' Reflections on Design Failures and Use of Fail Words after Teaching Engineering for Two Years (Fundamental)

Engineering mindsets and learning outcomes in elementary school

Affordances of engineering with English learners

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