Characterizing engineering outreach educators' talk moves: An exploratory framework

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Engineering Education Pub Date : 2023-03-29 DOI:10.1002/jee.20514
Karen Miel, Rebecca D. Swanson, Merredith Portsmore, Kelli M. Paul, Elizabeth A. Moison, Jungsun Kim, Adam V. Maltese
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Abstract

Background

Despite the prevalence and potential of K–12 engineering outreach programs, the moment-to-moment dynamics of outreach educators' facilitation of engineering learning experiences are understudied. There is a need to identify outreach educators' teaching moves and to explore the implications of these moves.

Purpose/Hypothesis

We offer a preliminary framework for characterizing engineering outreach educators' teaching moves in relation to principles of ambitious instruction. This study describes outreach educators' teaching moves and identifies learning opportunities afforded by these moves.

Design/Method

Through discourse analysis of video recordings of a university-led engineering outreach program, we identified teaching moves of novice engineering outreach educators in interaction with elementary student design teams. We considered 18 outreach educators' teaching moves through a lens of ambitious instruction.

Results

In small group interactions, outreach educators used ambitious, conservative, and inclusive teaching moves. These novice educators utilized talk moves that centered students' ideas and agency. Ambitious moves included two novel teaching moves: design check-ins and revoicing tangible manifestations of students' ideas. Ambitious moves offered students opportunities to engage in engineering design. Conservative moves provided opportunities for students to make technical and affective progress, and to experience engineering norms.

Conclusions

Our work is formative in describing engineering outreach educators' teaching moves and points to outreach educators' capability in using ambitious moves. Ambitious engineering instruction may be a useful framework for designing engineering outreach to support students' participation and progress in engineering design. Additionally, conservative teaching moves, typically considered constraining, may support productive student affect and engagement in engineering design.

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描述工程拓展教育工作者的谈话动作:一个探索性框架
背景尽管K-12工程外展项目的普遍性和潜力,但外展教育工作者促进工程学习体验的即时动态研究不足。有必要确定外展教育工作者的教学举措,并探讨这些举措的影响。目的/假设我们提供了一个初步的框架来描述工程拓展教育工作者的教学活动与雄心勃勃的教学原则的关系。这项研究描述了外展教育工作者的教学举措,并确定了这些举措所提供的学习机会。设计/方法通过对大学领导的工程外展项目视频记录的话语分析,我们确定了新手工程外展教育工作者在与小学生设计团队互动中的教学动作。我们从雄心勃勃的教学角度考虑了18位外展教育工作者的教学举措。结果在小组互动中,外展教育工作者采用了雄心勃勃、保守和包容的教学举措。这些初出茅庐的教育工作者利用谈话动作来集中学生的想法和能动性。雄心勃勃的举措包括两个新颖的教学举措:设计签到和改变学生想法的有形表现。雄心勃勃的举措为学生提供了从事工程设计的机会。保守的举动为学生提供了技术和情感进步的机会,以及体验工程规范的机会。结论我们的工作在描述工程外展教育工作者的教学举措方面具有形成性,并指出了外展教育工作者使用雄心勃勃的举措的能力。雄心勃勃的工程教学可能是设计工程外展的有用框架,以支持学生参与工程设计并取得进展。此外,保守的教学举措,通常被认为是约束性的,可能会支持学生在工程设计中产生积极的影响和参与。
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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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