Using Video and Written Reflection to Assess Second-Grade Students' Design Thinking and Conceptual Understanding in an Engineering and Design Challenge

Autor/inn/en	Gaston, Joe P.; Guffey-McCorrison, Sarah K.; Rand, Angela D.
Titel	Using Video and Written Reflection to Assess Second-Grade Students' Design Thinking and Conceptual Understanding in an Engineering and Design Challenge
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 11 (2023) 4, S.820-843 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gaston, Joe P.) ORCID (Guffey-McCorrison, Sarah K.) ORCID (Rand, Angela D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Video Technology; Written Language; Reflection; Student Evaluation; Grade 2; Elementary School Students; Design; Thinking Skills; Concept Formation; Engineering Education; Public Schools; Technology Uses in Education; State Standards; Academic Standards + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Schulnote; Studentische Bewertung; School year 02; 2. Schuljahr; Schuljahr 02; Denkfähigkeit; Concept learning; Begriffsbildung; Ingenieurausbildung; Public school; Öffentliche Schule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The purpose of this mixed methods triangulation convergence study (Creswell & Clark, 2017) was to identify the differences between expressions of understanding through writing versus video reflection in a second-grade science classroom. Specifically, we analyzed the reflective piece of the design thinking of the engineering and design process by focusing on the empathy and ideate themes of the d.school (2013) engineering and design thinking rubric. A total of 76 second grade science students participated in the study either through Flipgrid, video reflection, or written reflection. Results show that there were far fewer instances of empathy as opposed to ideate in both written and video responses. Additionally, there were far fewer instances of both present in the written responses compared to the video responses. Given that providing opportunities for students to engage in the inquiry-based learning of science with empathy may increase their capacity to learn science (Garner et al., 2017), learning how to effectively teach empathy could be beneficial in the teaching and learning of science. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01