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

Wendell, Kristen B.; Watkins, Jessica; Johnson, Aaron

doi:10.18260/p.25801

Cited by 16 publications

(22 citation statements)

References 40 publications

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“…Further research in all three key areas of K-12 education (curriculum, student learning, and teacher education) is necessary. While more work is anticipated on curriculum development and on student learning, contemporary research methods such as teacher noticing (Watkins et al, 2018;Wendell, Watkins, & Johnson, 2016) must also be developed. The set of papers in this special issue, as well as future studies in K-12 engineering education or more broadly integrated STEM education, will help inform the teaching and learning that are necessary to promote the next generations of students who can ask the critical questions, solve challenging problems, and create innovative solutions.…”

Section: Discussionmentioning

confidence: 99%

Engineering Education in Elementary and Secondary Schools

Purzer¹,

Shelley

2018

International Journal of Education in Mathematics, Science and Technology

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Article HistoryEngineering, with its focus on design and problem-solving, is used in K-12 education to promote learning in STEM (science, technology, engineering, and mathematics). In this special issue, we bring together seven research papers that have examined critical questions in engineering education. These papers collectively examine recent research in K-12 education and address three broad topics: different models for integrating engineering into K-12 curricula, different learning outcomes associated with alternative models of integration and implementation, and ways K-12 students engage in epistemic practices of engineering while learning STEM concepts. Future research needs to address how engineering should be implemented in schools, what and how learning outcomes must be assessed, and how engineering should be taught. Further research in K-12 curriculum, student learning, and teacher education is necessary, as are applications of contemporary research methods to study teaching and learning of engineering concepts and practices in elementary and secondary schools.

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Section: Discussionmentioning

confidence: 99%

Engineering Education in Elementary and Secondary Schools

Purzer¹,

Shelley

2018

International Journal of Education in Mathematics, Science and Technology

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“…For instance, in mathematics and science, researchers have developed coding schemes for analyzing responsive teaching (Pierson, 2008) and have described particular pedagogical moves that teachers used to advance students' ideas (Lineback, 2015). We are beginning this work by studying in-depth cases from elementary classrooms and from our own teaching (Wendell, Watkins, & Johnson, 2016). Furthermore, although there is research showing the positive benefits that responsive teaching has for students' mathematics and science learning (Ball, 1993;Empson & Jacobs, 2008;Pierson, 2008;Coffey et al, 2011;Richards, 2013), we need to examine the effect that responsive teaching has for students as they learn engineering design.…”

Section: For Engineering Education Researchmentioning

confidence: 99%

Examining Experienced Teachers’ Noticing of and Responses to Students’ Engineering

Johnson¹,

Wendell²,

Watkins³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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Engineering design places unique demands on teachers, as students are coming up with new, unanticipated ideas to problems along often unpredictable trajectories. These demands motivate a responsive approach to teaching, in which teachers attend their students' thinking and flexibly adapt their instructional plans and objectives. A great deal of literature has focused on responsive teaching in science and mathematics, but there has been little research or professional development on this approach in engineering. In this work, we conducted clinical video-based interviews with six elementary teachers experienced in teaching engineering to discuss what they noticed in their students' thinking and how they responded. Using analytical methods based on the grounded theory approach, we identified four themes in what teachers noticed in their students' engineering: how students (1) framed (or interpreted) the project, (2) engaged in the engineering design process, (3) exhibited informed designer patterns, and (4) communicated with each other in ways that supported their engineering. Although none of these teachers had a formal background in engineering, we show how these themes connect to disciplinary aspects of engineering design. We also identified challenges that teachers perceived facing when responding to students' work. By showing teachers' abilities and challenges for responsive teaching, these findings motivate a research and professional development agenda to support teachers in eliciting, noticing, and responding to their students' engineering.

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“…We are beginning this work by studying in-depth cases from elementary classrooms and from our own teaching. 33,34 Furthermore, while there is research showing the positive benefits responsive teaching has for students' math and science learning, [5][6][7][8][9] we need to examine the effect that responsive teaching has for students as they learn engineering design.…”

Section: Resultsmentioning

confidence: 99%