國立虎尾科技大學 |

Developing and Testing a K-12 Engineering Epistemic Frame to Uncover Engineering in the Interactions of a High School Summer Session.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Developing and Testing a K-12 Engineering Epistemic Frame to Uncover Engineering in the Interactions of a High School Summer Session./
Author:	Jones, Tamecia Raishaun.
Description:	1 online resource (183 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
Contained By:	Dissertation Abstracts International79-10B(E).
Subject:	Engineering. -
Online resource:	click for full text (PQDT)
ISBN:	9780438017832

Developing and Testing a K-12 Engineering Epistemic Frame to Uncover Engineering in the Interactions of a High School Summer Session.
Jones, Tamecia Raishaun.

Developing and Testing a K-12 Engineering Epistemic Frame to Uncover Engineering in the Interactions of a High School Summer Session. - 1 online resource (183 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.

Thesis (Ph.D.)--Purdue University, 2018.

Includes bibliographical references

Educational reform has expanded K-12 standards to include engineering. Not only will K-12 teachers have to be trained to teach engineering concepts, but assessments must evolve to reflect the various aspects of engineering. Engineering as a profession is expressed via multiple dimensions of an epistemic frame, such as skills, knowledge, identity, values, and epistemology, but many of these elements are not measured in K-12 formal and informal spaces. In a summer session of a college preparatory program, a research project revealed that although students had design journals, storyboards, and traditional assessments, the in situ video recordings captured decisions, evolution of projects, and rich interactions between students that were not assessed. This dissertation describes the development of a K-12 engineering epistemic frame that incorporates local standards, policy outcomes, and national directives to capture skills, knowledge, identity, values, and epistemologies of engineering. The project then capitalized on the video data to investigate what kinds of engineering and design knowledge could be identified and assessed from brainstorm sessions and studio critiques. It further investigated how Epistemic Network Analysis (ENA) might reveal aspects of the engineering epistemic frame. Network models were generated for the class, project groups, and individual students. Over half of the students displayed all aspects of the engineering epistemic frame, some students displayed many of the elements of the epistemic frame, and three students exhibited no elements of the epistemic frame. The engineering epistemic frame was then analyzed to show how it could complement Next Generation Science Standards. In summary, the engineering epistemic frame was an effective tool for viewing learning in situ, and brainstorm sessions and studio critiques are spaces where engineering knowledge occurs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438017832Subjects--Topical Terms:

561152
Engineering.
Index Terms--Genre/Form:

554714
Electronic books.

Developing and Testing a K-12 Engineering Epistemic Frame to Uncover Engineering in the Interactions of a High School Summer Session.
LDR:03220ntm a2200349Ki 4500 001 920318
005 20181130083526.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438017832
035 $a (MiAaPQ)AAI10790842
035 $a (MiAaPQ)purdue:22475
035 $a AAI10790842
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Jones, Tamecia Raishaun. $3 1195075
245 1 0 $a Developing and Testing a K-12 Engineering Epistemic Frame to Uncover Engineering in the Interactions of a High School Summer Session.
264 0 $c 2018
300 $a 1 online resource (183 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
500 $a Adviser: Monica E. Cardella.
502 $a Thesis (Ph.D.)--Purdue University, 2018.
504 $a Includes bibliographical references
520 $a Educational reform has expanded K-12 standards to include engineering. Not only will K-12 teachers have to be trained to teach engineering concepts, but assessments must evolve to reflect the various aspects of engineering. Engineering as a profession is expressed via multiple dimensions of an epistemic frame, such as skills, knowledge, identity, values, and epistemology, but many of these elements are not measured in K-12 formal and informal spaces. In a summer session of a college preparatory program, a research project revealed that although students had design journals, storyboards, and traditional assessments, the in situ video recordings captured decisions, evolution of projects, and rich interactions between students that were not assessed. This dissertation describes the development of a K-12 engineering epistemic frame that incorporates local standards, policy outcomes, and national directives to capture skills, knowledge, identity, values, and epistemologies of engineering. The project then capitalized on the video data to investigate what kinds of engineering and design knowledge could be identified and assessed from brainstorm sessions and studio critiques. It further investigated how Epistemic Network Analysis (ENA) might reveal aspects of the engineering epistemic frame. Network models were generated for the class, project groups, and individual students. Over half of the students displayed all aspects of the engineering epistemic frame, some students displayed many of the elements of the epistemic frame, and three students exhibited no elements of the epistemic frame. The engineering epistemic frame was then analyzed to show how it could complement Next Generation Science Standards. In summary, the engineering epistemic frame was an effective tool for viewing learning in situ, and brainstorm sessions and studio critiques are spaces where engineering knowledge occurs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Engineering. $3 561152
650 4 $a Science education. $3 1151737
650 4 $a Secondary education. $3 1179560
655 7 $a Electronic books. $2 local $3 554714
690 $a 0537
690 $a 0714
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Purdue University. $b Engineering Education. $3 1182590
773 0 $t Dissertation Abstracts International $g 79-10B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10790842 $z click for full text (PQDT)