用视频和书面反思来评估二年级学生在工程与设计挑战中的设计思维和概念理解

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES International Journal of Education in Mathematics Science and Technology Pub Date : 2023-04-24 DOI:10.46328/ijemst.2746
Joe P. Gaston, Sarah K. Guffey, Angela M. Rand
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引用次数: 0

摘要

这项混合方法三角化收敛研究(Creswell Clark, 2017)的目的是确定二年级科学课堂中通过写作表达理解与视频反思之间的差异。具体来说,我们通过关注d.school(2013)工程和设计思维主题的移情和理想主题,分析了工程和设计过程中设计思维的反思部分。共有76名二年级理科学生通过Flipgrid、视频反思或书面反思参与了这项研究。结果显示,在书面和视频回答中,移情的例子远少于想象。此外,与视频回复相比,书面回复中出现这两种情况的情况要少得多。考虑到为学生提供机会,让他们用同理心参与基于探究的科学学习,可能会增加他们学习科学的能力(Garner等人,2017),学习如何有效地教授同理心,可能对科学的教学有益。
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Using Video and Written Reflection to Assess Second-Grade Students’ Design Thinking and Conceptual Understanding in an Engineering and Design Challenge
The purpose of this mixed methods triangulation convergence study (Creswell Clark, 2017) was to identify the differences between expressions of understanding through writing versus video reflection in a second-grade science classroom. Specifically, we analyzed the reflective piece of the design thinking of the engineering and design process by focusing on the empathy and ideate themes of the d.school (2013) engineering and design thinking rubric. A total of 76 second grade science students participated in the study either through Flipgrid, video reflection, or written reflection. Results show that there were far fewer instances of empathy as opposed to ideate in both written and video responses. Additionally, there were far fewer instances of both present in the written responses compared to the video responses. Given that providing opportunities for students to engage in the inquiry-based learning of science with empathy may increase their capacity to learn science (Garner et al., 2017), learning how to effectively teach empathy could be beneficial in the teaching and learning of science.
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