Engineering Together: Context in Dyadic Talk During an Engineering Task (K-12 Fundamental)

Exploring Moments of Agency for Girls during an Engineering Activity

“…To address the research questions posed above, a subset of video data from the larger GRADIENT Study (Cardella et al, 2013;Dorie et al, 2014Dorie et al, , 2015Svarovsky et al, 2017) was acquired and analyzed. The analysis for this study focused on data collected at an exhibit called the Pneumatic Ball Run, as seen in Figures 1a and 1b below.…”

“…A purposeful sampling technique recruiting families with a young female child on the museum floor was used throughout the study (Patton, 2002). The data collected for the broader GRADIENT study included an emphasis on family interactions for girls at two age levels: pre-school (ages 3-5) (Cardella et al, 2013;Dorie et al, 2014Dorie et al, , 2015Svarovsky et al, 2017), and elementary/middle. For this study, the analysis focused on analyzing the video data from the elementary/middle school girls and their families, with a total of 39 daughter-parent groups included.…”

“…Each turn of talk within the child-led interactions was coded inductively for different types of interaction. Initial ideas for coding these interactions built on earlier coding schemes developed in the GRADIENT study, which also focused on turn-of-talk level interactions between adults and children (Cardella et al, 2013;Dorie et al, 2014Dorie et al, , 2015Svarovsky et al, 2017). This process led to two sets of refined codes: one set that focused on what the young women were doing during the interactions they were leading, and the other on how the parent(s) were responding to the child.…”

Latinx and Caucasian Elementary School Children’s Knowledge of and Interest in Engineering Activities

“…However, relatively few studies have examined engineering education at the elementary school age (Purzer, Strobel, & Cardella, 2014). In particular, elementary school engineering education in formal settings has been considered (Aguirre-Muñoz & Pantoya, 2016; Barth, 2013;Jordan & McDaniel, 2014;Koerber, Mayer, Osterhaus, Schwippert, & Sodian, 2015;Lachapelle & Cunningham, 2016;Milto, et al, 2016;Strawhacker, Sullivan, & Portsmore, 2016;Weber, Duncan, Dyehouse, Strobel, & Diefes-Dux, 2011;Wendell & Rogers, 2013;, while informal settings have also been examined (Dalvi & Wendell, 2015;Dorie, Cardella, & Svarovsky, 2015;Frey & Powers, 2012;Portsmore & Swenson, 2012).…”

Exploring the nature of engineering during home-based engineering activities designed for Spanish- and English-speaking families with young children (Fundamental, Diversity)

“…Given our focus on family learning and engagement around engineering, it was essential to create and refine activities that were flexible, accessible, and able to be used without educator facilitation. Building on the activities used in early work [24], [25], members of our current research team -along with our community partners, early childhood educators, other research collaborators, and of course, the family participants in our studies -have collaboratively designed, tested, refined, and examined such activities in order to better understand engineering interactions, learning, and interest development that can happen for early learners and their families.…”