Book chapter
Examining Shifts in Elementary Teachers’ Collective Connection Making Between Perspectives When Scoping Ill-Structured Engineering Design Problems
Advances in Quantitative Ethnography, pp 180-194
2024
Abstract
Using quantitative ethnography and epistemic network analysis, this study examined video observation data to identify shifts in elementary teachers’ connection making between perspectives (i.e. environmental, historical, political/organizational, etc.) as they scoped ill-structured engineering-design problems throughout a critical, engineering focused professional development (PD) program. Results from Mann-Whitney U tests showed statistically significant differences in teachers’ connection making from Module 1 to Module 2 (p = 0.02), Module 2 to Module 3 (p = 0.03), and Module 3 to Module 4 (p = 0.02). Despite these differences, the behavioral/social perspective remained a central lens through which participants scoped ill-structured problems across all four modules. Stakeholders should consider the nature of teachers’ connection making between perspectives as they design engineering PD, specifically in terms of the design problems selected.
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Details
- Title
- Examining Shifts in Elementary Teachers’ Collective Connection Making Between Perspectives When Scoping Ill-Structured Engineering Design Problems
- Creators
- Sinead MeehanChristopher G. Wright
- Contributors
- Yoon Jeon Kim (Editor)Zachari Swiecki (Editor)
- Publication Details
- Advances in Quantitative Ethnography, pp 180-194
- Series
- Communications in Computer and Information Science
- Publisher
- Springer Nature Switzerland; Cham
- Number of pages
- 15
- Resource Type
- Book chapter
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Scopus ID
- 2-s2.0-85208724443
- Other Identifier
- 991021958115704721