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|Title:||Multimodal Engineering Design Notebooks and Meta-Representational Competence|
Andrews, Chelsea J
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Wendell, K., Andrews, C. J., & Paugh, P. (2018). Multimodal Engineering Design Notebooks and Meta-Representational Competence. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||Research in mathematics and science education shows that elementary students develop more sophisticated disciplinary ideas and practices when teachers provide explicit supports for discourse and representation. Extending this research to engineering education, we describe how a multimodal design notebooking app influenced fifth graders’ work during a collaborative design challenge. Unexpected meta-representational competence emerged as students constructed and critiqued external representations of their engineering design solutions in notebook entries as well as in more formal texts.|
|Appears in Collections:||ICLS 2018|
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