Capturing the Design Thinking of Young Children Interacting with a Parent

Dorie, Brianna L; Cardella, Monica E.; Svarovsky, Gina Navoa

doi:10.18260/1-2--20147

Cited by 26 publications

(22 citation statements)

References 7 publications

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“…After exploring the educational level where experiments were carried out, it is possible to point out that there is a tendency for development in Middle School, the rest of the categories have more or less the same number of applications, except for Elementary school students, where the number was only four. This does not meet the recommendation of different studies that say that STEAM Education should begin in Elementary school because it has a positive effect in perceptions and dispositions [8,23,32]; but agrees with different studies [34,39] that consider that it has not been applied at this level for several reasons: the nature of Elementary school teaching [55]; the need to provide secondary teachers with knowledge and resources about STEAM [106]; the maturity level of students and the contents to include in the curricula [110]. Given these facts, the next higher school level after Elementary school would be the Middle school, as it is normal to have more initiatives at this level.…”

Section: Research Outcomes and Discussionmentioning

confidence: 81%

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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Nowadays, companies are demanding better‐prepared professionals to succeed in a digital society, and the acquisition of Science, Technology, Engineering, Arts, and Mathematics (STEAM)‐related competencies is a key issue. One of the main problems in this sense is how to integrate STEAM into the current educational curricula. This is not something related to a subject or educational trend but rather to new methodological approaches that can engage students. In this sense, such active methodologies that apply mechatronics and robotics could be an interesting path to pursue. Given this context, the first necessary task in evaluating the potential of this approach is to understand the landscape of the application of robotics and mechatronics in STEAM Education and how active methodologies are applied in this sense. To carry out this analysis in a systematic and replicable manner, it is necessary to follow a methodology. In this case, the researchers employ a systematic mapping review. This paper presents this process and its main findings. Fifty‐four studies have been selected out of 242 total studies analyzed. From these, beyond obtaining a clear vision of the STEAM landscape regarding project topics, we can also conclude that robotics and physical devices have been applied successfully with collaborative methodologies in STEAM Education. Regarding conclusions, this paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as “21st‐century skills.”

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Section: Research Outcomes and Discussionmentioning

confidence: 81%

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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“…This finding is similar to findings from other empirical studies on design that show that children and adults engage in an iterative process during design and that problem scoping does not necessarily happen at the very beginning e.g. [7]& [9].…”

Section: Discussionsupporting

confidence: 89%

“…These instances highlight the capability of this child in scoping a design problem. Many of the instances captured in this study are similar to the ways children engaged in problem scoping in Watkins et al [19] and Dorie et al's [7] studies. We expect that the findings are not limited to this child and these series of activities and can be seen with other children with autism.…”

Section: Discussionsupporting

confidence: 60%

“…Children can engage in competencies that are comparable to experienced engineers. These competencies include asking questions, cause-effect explanation, iterative problem solving, identifying the problem, generating ideas and modeling their solutions [7] [8]. However, studies show that these competencies are not exhibited in undergraduate students [9].…”

Section: Engineering For Childrenmentioning

confidence: 99%

“…The limited number of researchers who have investigated children's engagement in problem scoping provided evidence of children engaging in different behaviors associated with problem scoping during their design activities. In one study, Dorie and colleagues [7] investigated design behavior of 4-11 year-old children. They observed children engaging in problem scoping behaviors such as identifying the problem and understanding the goals, identifying constraints, and familiarizing themselves with available material.…”

Section: Problem Scopingmentioning

confidence: 99%

See 2 more Smart Citations

Investigating Children with Autism’s Engagement in Engineering Practices: Problem Scoping (Fundamental)

Ehsan

Cardella

2019 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

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In the last two decades, pre-college engineering education has been on a sharp rise. However, limited research, if at all, considered aspects of engineering thinking of children with disabilities. Therefore, in line with the call for diversifying engineering education, considering inclusion of children with disabilities is necessary.Among different disabilities, the number of children with autism is rapidly growing. In addition, studies have shown that individuals with autism have the potential to perform well in activities that require systematizing abilities like engineering. Given the importance of participating in engineering learning opportunities from childhood and its impact on future engineering performance, engaging children with autism in appropriate engineering experiences is necessary. Therefore, we need to gain a deep understanding of how they engage in engineering learning activities.This study is a part of a bigger project in which we aim to characterize engineering thinking of children with autism. In this study, we are closely looking at the first and very important engineering practices; problem scoping. The main purpose of this study is to investigate how 8-10 years old children with autism engage in problem scoping. We focused on three main components of problem scoping in engineering design (1) Problem Framing, (2) Information Gathering, and (3) Reflection.For this study, we have conducted a qualitative single case study analysis. We carefully chosen one case of child with autism. The child is make and 9 years old and participated in this study with his parent. They were asked to solve an engineering problem of building a roller coaster for a local amusement park in 60 minutes. Their interaction was videotaped and pictures of their designs were captured. We have analyzed the video data video analysis approach based on the codebook we developed by reviewing literature on problem scoping. The instances that we have seen in mom-child interactions and conversation provided evidence that the child with autism was capable of engaging in all three actions of problem scoping. The behaviors we have observed were mostly associated to Problem Framing and Information Gathering. However, we have seen some evidence of Reflection. We believe, that the findings of this study lays foundation for future studies on children with autism and engineering design, and how to effectively engage in them in these activities.

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Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

Simpson,

Knox,

Yang

2023

J of Engineering Edu

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BackgroundResearch points to family talk and interactions involving STEM concepts as one of the most influential informal learning experiences that shape an individual's STEM identity development and encourage their pursuit of a STEM career. However, a recent literature review uncovers limited research regarding the development of engineering identity in young children.PurposeThe purpose of this study was to add to this scant literature by exploring how children position themselves as engineers and how children are positioned as engineers through interactions with parents and other adults within a program focused on family engagement within an engineering design process.MethodsThis study includes two parent–child dyads. We collected and analyzed approximately 19.5 h of video data of the two child–parent dyads interacting with one another throughout an engineering design process as part of an out‐of‐school program.ResultsResults highlight three ways in which the two children enacted various engineering identities through their positioning, negotiation, and acceptance and/or rejection of positionalities as they engaged in an engineering design process with a parent. These identity enactments included (a) possessing knowledge and authority to make decisions regarding the development of their self‐identified engineering problem and prototype; (b) questioning and challenging adult ideas, solutions, and construction of prototypes; and (c) documenting and communicating their thinking regarding the engineering design through sketches and notes.ConclusionsThe significance of this study lies in its potential to change the landscape of those who pursue an engineering career and to contribute to the limited research and ongoing conversations about how to foster environments that support families in creative and collaborative learning specific to the engineering discipline.

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Capturing the Design Thinking of Young Children Interacting with a Parent

Cited by 26 publications

References 7 publications

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Investigating Children with Autism’s Engagement in Engineering Practices: Problem Scoping (Fundamental)

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

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