Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2287
Title: Engaging in Design: Reflections of Young Paper Engineers
Authors: Rouse, Rob
Lehrer, Richard
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Rouse, R. & Lehrer, R. (2012). Engaging in Design: Reflections of Young Paper Engineers. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 296-300). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: Despite a recent push to expand the scope of P-12 engineering education, research on how young children understand and engage in the core practice of engineering design remains scarce. In order to investigate how young children engaged in engineering design, we presented 31 children (ages 8-9) from two third-grade classrooms with the task of constructing a pop-up book, (also called paper engineering). Here we report the results of a qualitative analysis of 29 children's semi-structured interviews in which they answered questions about their pop-up books post-construction. We found that children used troubleshooting and satisficing (among other techniques) to solve problems they experienced while constructing pop-up books. This research has implications for elementary grade engineering design instruction. In particular, it highlights the need to promote activity structures that foster a normative practice of troubleshooting.
URI: https://doi.dx.org/10.22318/icls2012.2.296
https://repository.isls.org//handle/1/2287
Appears in Collections:ICLS 2012

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