Fostering heterogeneous engineering through whole-class design work
Bibliographic Data
| ID | 21633084 |
|---|---|
| Authors | Brian E Gravel (0000-0002-4614-5921, Tufts University, corresponding author), Vanessa Svihla (0000-0003-4342-6178, Organization, Information & Learning Sciences, University of New Mexico) |
| Year | 2021 |
| Volume | 30 |
| Issue | 2 |
| Pages | 279-329 |
| Publication date | 2021-03-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of the Learning Sciences (JOURNAL) |
| Journal identifiers | ISSN: 1050-8406 • E-ISSN: 1532-7809 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10508406.2020.1843465 |
| OpenAlex | W3108332672 |
| Language | EN |
| Citations received | 7 |
| References cited | 55 |
Background: Design problems have long attracted researchers’ attention for their potential to provide authentic learning opportunities. While we have methods for supporting students to learn through relatively simple engineering and design tasks, supporting students to address complex problems that they find and frame remains poorly understood. Designing for the real world presents opportunities to understand how heterogenous engineering practices emerge from students’ experiences, how problems are negotiated and reframed, and the forms of learning such experiences support. Descriptions of engineering practice often privilege technical aspects, where heterogeneous engineering emphasizes the active coordination of social and material dimensions as well.Methods: We present two cases from large, complex design projects: (1) a design-based research study in a school-based making space and (2) an extended participant observation in a design-build school. We used interaction analysis to characterize the forms of participation.Findings: We identified ways students negotiated social and material elements of design, how they coordinated these activities, and how the instructional environments contributed to developing heterogeneous practices.Contribution: Designers and materials both operated as agentive actors in dialogic conversations that coordinated the multitude of considerations involved in heterogeneous engineering. We argue for the importance of fostering sociomaterial entanglements to support learning in design
Authentic learning · Dialogic · Engineering design process · Engineering ethics · Epistemology · Knowledge management · Multitude · Pedagogy · Sociology · Computer Science · Design Education and Practice · Engineering · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods
Coding choreography
Reframing design in education
Rethinking the Nature of Engineering
Mathematics teachers' interaction patterns and role changes in online research-practice partnerships
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction
Fostering expansive and connective sensemaking with preservice secondary science teachers
Engineering for Whom? Investigating How Engineering Students Develop and Apply Technoskeptical Thinking
What Engineers Know and How They Know It
The Promise of the Maker Movement for Education
Interaction Analysis
Sociomaterial Practices
Making Through the Lens of Culture and Power
Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom
Guiding Principles for Fostering Productive Disciplinary Engagement
Conducting Video Research in the Learning Sciences
Epistemic Practices of Engineering for Education
The reflective practitioner
Speech Genres and Other Late Essays
Embodied Pathways and Ethical Trails
Towards a Diagnostic Toolkit for the Language of Agency
Embodied Practices of Engineering Work
Human-centered design considered harmful
Reconstructing engineering from practice
Designs on development
The role of the imagined user in planning and design narratives
Designing to develop disciplinary dispositions
Human-Machine Reconfigurations
Using thematic analysis in psychology
Across the Scales of Time
Toward a design theory of problem solving
The situativity of knowing, learning, and research
Understanding Process From Within
Rethinking Transfer
The Interaction Order
Situated Learning
The Mangle of Practice
| Unique citing works | 7 |
|---|---|
| Citations per year | 2.33 |
| Citation span | 2023 - 2024 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |