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|Title:||Patterns of Mechanistic Reasoning in an Integrated Earth Science and Geotechnical Engineering Unit|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Andrews, C., Wendell, K., Batrouny, N., & Dalvi, T. (2020). Patterns of Mechanistic Reasoning in an Integrated Earth Science and Geotechnical Engineering Unit. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 661-664). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||In the NGSS era, engineering has become prevalent in elementary classrooms; it is often used as a context for science lessons, with an assumption that adding engineering design will support students’ sensemaking. To investigate this assumption, we develop a case study to examine the patterns of reasoning that fourth grade students employed over the course of an integrated earth science and geotechnical engineering unit in which inquiry and design activities are intended to inform each other. Applying Krist, Schwarz, and Reiser’s (2019) framework, we found ample evidence of mechanistic reasoning during inquiry lessons, but minimal evidence during design activities. This disciplinary difference in types of sensemaking is reasonable, as engineering is focused on creating functional solutions and not on describing phenomena. Supporting mechanistic reasoning during engineering requires reflecting on why designs work, including leveraging intentional strategies for talk and making thinking visible.|
|Appears in Collections:||ICLS 2020|
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