2014
DOI: 10.7771/2157-9288.1085
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Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience

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Cited by 27 publications
(28 citation statements)
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References 35 publications
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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%
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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%
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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%
“…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%