土著和农村小学生对社区工程概念的比较案例研究

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2024-10-17 DOI:10.1007/s11165-024-10206-0
Rebekah Hammack, Tina Vo, Nicholas Lux, Paul Gannon, Miracle Moonga, Blake Wiehe
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引用次数: 0

摘要

许多改革文件都要求学龄儿童学习工程学知识,以培养懂工程学的成年人。儿童对工程学的态度和理解受到他们对工程学概念的影响。这项多案例研究利用图片小说来调查农村或保留地社区小学生对工程学的概念。来自四所学校的学生完成了类似的照片小说作业,他们拍摄了他们认为在其社区内的工程,并进一步用文字或口头描述了这些照片。我们使用先验编码手册对照片小说进行了分析,以确定案例内部和案例之间的主题。所有学校的所有参与者都确定了有形的工程人工制品,而较少的学生提供了将工程表现为系统或过程的例子。来自保留地学校的学生更倾向于描述其工程实例的目的,并将工程描述为 "帮助"。农村学校的学生更倾向于在他们的工程实例中描述数学和科学之间的联系。农村学生在列举工程实例时还使用了占有性语言。本文为一项以研究为基础的活动提供了实证数据,该活动旨在激发青少年学生对工 程学的想法,并关注基于地方的学习。研究结果表明,图片小说可以作为一种工具,用于识别儿童对工程学的细微看法。随着工程界继续为来自农村和土著社区的学生开发就业途径,认识到不同农村和土著居民为该领域提供的细微差别视角非常重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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A Comparative Case Study Investigating Indigenous and Rural Elementary Students’ Conceptions of Community Engineering

Multiple reform documents call for school-aged children to learn about engineering as a way of developing engineering-literate adults. Children’s attitudes towards and understandings of engineering are influenced by their conceptions of what engineering is. This multiple case study uses photo novellas to investigate primary-grade students’conceptualizations of engineering in their rural or reservation communities. Students from four schools completed similar photo novella assignments where they took pictures of what they considered engineering within their communities and further described those photos in writing or verbally. Photo novellas were analyzed using an a priori codebook to identify themes within and across cases. Every participant across all schools identified tangible engineering artifacts, while fewer students provided examples that represented engineering as systems or processes. Students from reservation schools were more likely to describe the purpose of their engineering examples and describe engineering as “helping.” Students in rural schools were more likely to include descriptions of math and science connections in their engineering examples. Rural students also used possessive language when identifying examples of engineering. This paper provides empirical data for a research-based activity to elicit young students’ ideas of engineering with attention to place-based learning. Findings indicate that photo novellas can be used as a tool for identifying children’s nuanced perspectives of engineering. As the engineering community continues to develop career pathways for students from rural places and Indigenous communities, it is important to recognize the nuanced perspectives different rural and Indigenous populations offer to the field.

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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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