Kristen Wendell
Biographic Data
| ID | 9527057 |
|---|---|
| NAME | Kristen Wendell |
| GIVEN NAMES | Kristen |
| FAMILY NAME | Wendell |
| SIGNATURE | WENDELL K |
| AFFILIATIONS | Department of Mechanical Engineering Tufts University Medford Massachusetts USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
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…
No prominent works on this page.
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…
Computer Science (3 works) · Engineering (3 works) · Mathematics education (3 works) · Psychology (3 works) · Discipline (2 works) · Engineering design process (2 works) · Engineering education (2 works) · Engineering ethics (2 works) · Engineering management (2 works) · Innovative Teaching and Learning Methods (2 works)