2017
DOI: 10.1002/jaal.707
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Digital Engineering Design Team Journals: Providing Multimodal Opportunities for English Learners to Explain Design Choices

Abstract: This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections.

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Cited by 6 publications
(7 citation statements)
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References 16 publications
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“…Making evidence‐based decisions is a core activity of engineers, and this study demonstrates the ability of students to support their design ideas and decisions in design‐based STEM education. Design tasks provide an opportunity for students to construct arguments and make evidence‐based decisions (Crismond & Adams, 2012; Mathis et al, 2016, 2017; Shanahan et al, 2018) similar to how authentic science problem‐solving situations provide a context for students to use scientific argumentation (Jiménez‐Aleixandre, 2007). Students' naturally occurring design conversations allow them to engage in practices of EBR, and teachers can prompt evidence‐based discourses in their engineering instruction.…”
Section: Discussionmentioning
confidence: 99%
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“…Making evidence‐based decisions is a core activity of engineers, and this study demonstrates the ability of students to support their design ideas and decisions in design‐based STEM education. Design tasks provide an opportunity for students to construct arguments and make evidence‐based decisions (Crismond & Adams, 2012; Mathis et al, 2016, 2017; Shanahan et al, 2018) similar to how authentic science problem‐solving situations provide a context for students to use scientific argumentation (Jiménez‐Aleixandre, 2007). Students' naturally occurring design conversations allow them to engage in practices of EBR, and teachers can prompt evidence‐based discourses in their engineering instruction.…”
Section: Discussionmentioning
confidence: 99%
“…In precollege engineering design settings, research related to EBR is fairly recent (Wilson-Lopez et al, 2020). Engineering design tasks have been shown to provide opportunities for precollege students to construct arguments and make evidence-based decisions (Crismond & Adams, 2012;Mathis et al, 2016Mathis et al, , 2017Shanahan et al, 2018). Crismond and Adams (2012) put forward the Informed Design Teaching and Learning Matrix for K-12 students, which includes that "informed designers collect, organize, and analyze evidence" (p. 745) to help make design decisions about the technology the students are working to design.…”
Section: Ebr and Disciplinary Literacy In Precollege Engineering Educationmentioning
confidence: 99%
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“…An emerging body of scholarship has examined disciplinary literacies in engineering, specifically in K–12 settings (Paugh & Wendell, 2021; Wilson et al, 2014; Wilson‐Lopez et al, in press; Wright et al, 2018). Some studies have focused on linguistically diverse students, including English Learners (McVee et al, 2017; Shanahan et al, 2018) and dual language learners (Esquinca et al, 2021). Shanahan et al (2018) examined design journals in an elementary‐level Engineering Club that involved students traditionally underrepresented in engineering, including English Learners; the design journals served as a site for engagement in relevant and authentic engineering practices in engineering to “experience how experts use multiple resources beyond oral and written language to represent and discuss their learning” (p. 448).…”
Section: Conceptual Frameworkmentioning
confidence: 99%