Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10134
Title: The Role of Whole-Class Conversations in Supporting Early Elementary Students’ Engineering Design Sense-Making
Authors: Wendell, Kristen
Andrews, Chelsea
Watkins, Jessica
Malinowski, Molly
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Wendell, K., Andrews, C., Watkins, J., & Malinowski, M. (2023). The role of whole-class conversations in supporting early elementary students’ engineering design sense-making. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 2009-2010). International Society of the Learning Sciences.
Abstract: We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students sense-making as they refined their design proposals and analyses in light of classmates’ contributions to the whole-class conversations.
Description: Poster
URI: https://doi.org/10.22318/icls2023.110136
https://repository.isls.org//handle/1/10134
Appears in Collections:ISLS Annual Meeting 2023

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