Middle School Students' Engineering Discussions: What Initiates Evidence-Based Reasoning? (Fundamental)

Siverling, Emilie A.; Suazo‐Flores, Elizabeth; Mathis, Corey A; Moore, Tamara J.; Guzey, S. Selcen; Whipple, Kyle

doi:10.18260/1-2--28668

Cited by 7 publications

(13 citation statements)

References 17 publications

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“…Therefore, including structured EBR prompts in curricula would likely encourage even more EBR and thus more STEM content use and integration. Other research has shown that students can be prompted to justify their design ideas and decisions by responding to questions from adults in the classroom and documenting their engineering design solution (Guzey & Aranda, ; Siverling, Suazo‐Flores, et al, ). Thus, teachers and curriculum developers could add suggested teacher prompts to lesson plans and questions or graphic organizers to student worksheets to encourage them to use EBR more explicitly.…”

Section: Discussionmentioning

confidence: 99%

“…However, understanding how students engage in argument from evidence within K-12 engineering settings has not been studied extensively. Studies about arguments in engineering contexts have described that the fundamental parts of the engineering argument are different than those of a scientific argument (Jin & Geslin, 2009;Mathis, Siverling, Glancy, Guzey, & Moore, 2016;Siverling, Suazo-Flores, et al, 2017). Given the prevalence of the terminology within engineering that engineers make evidence-based decisions (Crismond & Adams, 2012;Dyba et al, 2005;Woods et al, 2000), the term "evidence-based reasoning" (EBR) is used to describe engaging in argument from evidence in engineering contexts (Mathis et al, 2016) as a way of highlighting these disciplinary differences and more accurately representing the practice of engineers.…”

Section: Engaging In Argument From Evidencementioning

confidence: 99%

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Students' use of STEM content in design justifications during engineering design‐based STEM integration

Siverling

Suazo‐Flores

Mathis

et al. 2019

School Sci & Mathematics

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Engineering design‐based STEM integration is one potential model to help students integrate content and practices from all of the STEM disciplines. In this study, we explored the intersection of two aspects of pre‐college STEM education: the integration of the STEM disciplines, and the NGSS practice of engaging in argument from evidence within engineering. Specifically, our research question was: While generating and justifying solutions to engineering design problems in engineering design‐based STEM integration units, what STEM content do elementary and middle school students discuss? We used naturalistic inquiry to analyze student team audio recordings from seven curricular units in order to identify the variety of STEM content present as students justified their design ideas and decisions (i.e., used evidence‐based reasoning). Within the four disciplines, fifteen STEM content categories emerged. Particularly interesting were the science and mathematics categories. All seven student teams used unit‐based science, and five used unit‐based mathematics, to support their design ideas. Five teams also applied science and/or mathematics content that was outside the scope of the units' learning objectives. Our results demonstrate that students integrated content from all four STEM disciplines when justifying engineering design ideas and solutions, thus supporting engineering design‐based STEM integration as a curricular model.

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Section: Discussionmentioning

confidence: 99%

Section: Engaging In Argument From Evidencementioning

confidence: 99%

Students' use of STEM content in design justifications during engineering design‐based STEM integration

Siverling

Suazo‐Flores

Mathis

et al. 2019

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…Pilot research related to this manuscript has been published in the Proceedings of the American Society for Engineering Education Annual Conference & Exposition (Siverling et al, 2017). This work is supported by the National Science Foundation under Grant Number NSF DRL-1238140.…”

Section: Acknowledgmentsmentioning

confidence: 99%

What initiates evidence‐based reasoning?: Situations that prompt students to support their design ideas and decisions

Siverling

Moore

Suazo‐Flores

et al. 2021

J of Engineering Edu

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Background: As engineering becomes increasingly incorporated into precollege classrooms, it is important to explore students' ability to engage in engineering practices. One of these practices, engaging in argument from evidence, has been well studied in science education. However, it has not yet been fully explored in engineering education. Purpose: This study aims to identify the classroom situations that prompt students to justify their engineering design ideas and decisions. The following research question guided the study: What initiates the need for fifth-to eighthgrade students to use evidence-based reasoning (EBR) while they are generating solutions to engineering design problems in engineering design-based science, technology, engineering, and mathematics (STEM) integration units?Methods: Within the naturalistic inquiry methodology, we analyzed student team audio recordings from the implementation of seven different engineering design-based STEM integration curricula across three school districts to identify instances of EBR and categorize the situations that led to them.Results: This analysis produced seven categories of situations that prompted students to use EBR. Two of these categories, responding to adult and documenting, were teacher-prompted; students frequently justified their design ideas and decisions when talking with adults or responding to prompts on worksheets. The other five categories were student-directed: negotiating, correcting, validating, clarifying with team, and sharing. These categories occurred without direct prompts from adults or documents. Conclusions: This study offers implications for teachers and curriculum developers about how to explicitly integrate scaffolds for EBR into designbased curricula as well as what situations teachers can look for to observe student-directed use of EBR.

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“…For this study, we were interested in what kinds of decisions early elementary students made and how they were making these decisions. Previous work examining students' evidence and reflective decision making [3], [10], was used as a foundation to guide this work. One of the products from that work was the Reflective Decision-Making Framework developed by [3].…”

Section: Frameworkmentioning

confidence: 99%

“…Studies have shown evidence that young students are able to make complex engineering design decisions, using skills including creativity, negotiation, and data analysis [8], [9]. Students are also able to show some evidence of their decisions [10]. However, elementary students make their decisions for a variety of unique reasons, such as their personal experiences, the authority of their teacher or teammate, or data they have gathered, and with a range of abilities [11], [12].…”

Section: Introductionmentioning

confidence: 99%

Design Decision Processes of First Grade Students during an Engineering Design-based STEM Unit (Fundamental)

Johnston¹,

Lopez-Parra²,

Tank³

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Middle School Students' Engineering Discussions: What Initiates Evidence-Based Reasoning? (Fundamental)

Cited by 7 publications

References 17 publications

Students' use of STEM content in design justifications during engineering design‐based STEM integration

Students' use of STEM content in design justifications during engineering design‐based STEM integration

What initiates evidence‐based reasoning?: Situations that prompt students to support their design ideas and decisions

Design Decision Processes of First Grade Students during an Engineering Design-based STEM Unit (Fundamental)

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