Kristen B Wendell
Biographic Data
| ID | 4627972 |
|---|---|
| NAME | Kristen B Wendell |
| GIVEN NAMES | Kristen B |
| FAMILY NAME | Wendell |
| SIGNATURE | WENDELL K B |
| AFFILIATIONS | Tufts University |
| ORCID | 0000-0003-3270-6596 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Addressing media and information literacy in engineering design education
Engineering design entails making value‐laden judgments against ill‐defined, ambiguous, and/or competing sociotechnical criteria. In this article, we argue that such conditions make engineering designers particularly susceptible to the potentially deleterious effects of mis/disinformation in the processes and practices of engineering design, their engagement with people and communities, and in the production and evaluations of the artifacts they …
Epistemic conflict and sensemaking in elementary students' navigation of an engineering design task
An understanding of how sensemaking unfolds when elementary students engage in engineering design tasks is crucial to advancing engineering teaching and learning at K‐12 levels. Sensemaking has been widely studied in the context of science as a discipline. In this paper, we seek to contribute to the more nascent efforts to build theory about the characteristics of sensemaking in elementary school engineering. We report on an interpretive case stu…
Designing biomimetic robots
In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking, support problem solving, and develop interest while supporting knowledge gains (NAE & NRC in STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. National Academies Press, Washington, 2014). The Designing Biomimetic Robots project emphasizes problem-based learning to integrate…
Disciplinary Literacy in STEM
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and stud…
Addressing media and information literacy in engineering design education
Engineering design entails making value‐laden judgments against ill‐defined, ambiguous, and/or competing sociotechnical criteria. In this article, we argue that such conditions make engineering designers particularly susceptible to the potentially deleterious effects of mis/disinformation in the processes and practices of engineering design, their engagement with people and communities, and in the production and evaluations of the artifacts they …
Disciplinary Literacy in STEM
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and stud…
Designing biomimetic robots
In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking, support problem solving, and develop interest while supporting knowledge gains (NAE & NRC in STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. National Academies Press, Washington, 2014). The Designing Biomimetic Robots project emphasizes problem-based learning to integrate…
Epistemic conflict and sensemaking in elementary students' navigation of an engineering design task
An understanding of how sensemaking unfolds when elementary students engage in engineering design tasks is crucial to advancing engineering teaching and learning at K‐12 levels. Sensemaking has been widely studied in the context of science as a discipline. In this paper, we seek to contribute to the more nascent efforts to build theory about the characteristics of sensemaking in elementary school engineering. We report on an interpretive case stu…
Addressing media and information literacy in engineering design education
Engineering design entails making value‐laden judgments against ill‐defined, ambiguous, and/or competing sociotechnical criteria. In this article, we argue that such conditions make engineering designers particularly susceptible to the potentially deleterious effects of mis/disinformation in the processes and practices of engineering design, their engagement with people and communities, and in the production and evaluations of the artifacts they …
Computer Science (4 works) · Engineering (4 works) · Mathematics education (4 works) · Psychology (4 works) · Engineering ethics (3 works) · Pedagogy (3 works) · Sociology (3 works) · Biomedical and Engineering Education (2 works) · Discipline (2 works) · Educational technology (2 works)