The roles of engineering notebooks in shaping elementary engineering student discourse and practice

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action were created and coded around the uses of notebooks in the accomplishment of engineering tasks. Our coding process identified two broad categories of roles of the notebooks: they scaffold student activity and support epistemic practices of engineering. The study showed the importance of prompts to engage students in effective uses of writing, the roles the notebook assumes in the students’ small groups, and the ways design challenges motivate children to write and communicate.

Original languageEnglish (US)
Pages (from-to)1194-1217
Number of pages24
JournalInternational Journal of Science Education
Volume39
Issue number9
DOIs
StatePublished - Jun 13 2017

Fingerprint

engineering
discourse
student
discourse analysis
small group
ethnography
coding
curriculum
science
knowledge

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{8be53dc663ff49569052de8a4e7dae7b,
title = "The roles of engineering notebooks in shaping elementary engineering student discourse and practice",
abstract = "Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action were created and coded around the uses of notebooks in the accomplishment of engineering tasks. Our coding process identified two broad categories of roles of the notebooks: they scaffold student activity and support epistemic practices of engineering. The study showed the importance of prompts to engage students in effective uses of writing, the roles the notebook assumes in the students’ small groups, and the ways design challenges motivate children to write and communicate.",
author = "Hertel, {Jonathan D.} and Cunningham, {Christine M.} and Kelly, {Gregory J.}",
year = "2017",
month = "6",
day = "13",
doi = "10.1080/09500693.2017.1317864",
language = "English (US)",
volume = "39",
pages = "1194--1217",
journal = "International Journal of Science Education",
issn = "0950-0693",
publisher = "Taylor and Francis Ltd.",
number = "9",

}

TY - JOUR

T1 - The roles of engineering notebooks in shaping elementary engineering student discourse and practice

AU - Hertel, Jonathan D.

AU - Cunningham, Christine M.

AU - Kelly, Gregory J.

PY - 2017/6/13

Y1 - 2017/6/13

N2 - Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action were created and coded around the uses of notebooks in the accomplishment of engineering tasks. Our coding process identified two broad categories of roles of the notebooks: they scaffold student activity and support epistemic practices of engineering. The study showed the importance of prompts to engage students in effective uses of writing, the roles the notebook assumes in the students’ small groups, and the ways design challenges motivate children to write and communicate.

AB - Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action were created and coded around the uses of notebooks in the accomplishment of engineering tasks. Our coding process identified two broad categories of roles of the notebooks: they scaffold student activity and support epistemic practices of engineering. The study showed the importance of prompts to engage students in effective uses of writing, the roles the notebook assumes in the students’ small groups, and the ways design challenges motivate children to write and communicate.

UR - http://www.scopus.com/inward/record.url?scp=85019552686&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85019552686&partnerID=8YFLogxK

U2 - 10.1080/09500693.2017.1317864

DO - 10.1080/09500693.2017.1317864

M3 - Article

AN - SCOPUS:85019552686

VL - 39

SP - 1194

EP - 1217

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 9

ER -