A Cultural-Historical Critique of How Engineering Knowledge Is Constructed through Research in Play-Based Settings: What Counts as Evidence and What Is Invisible?

Autor/in	Fleer, Marilyn
Titel	A Cultural-Historical Critique of How Engineering Knowledge Is Constructed through Research in Play-Based Settings: What Counts as Evidence and What Is Invisible?
Quelle	In: Research in Science Education, 52 (2022) 4, S.1355-1373 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fleer, Marilyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-10012-y
Schlagwörter	Engineering Education; Play; Preschool Education; Gender Bias; Gender Differences; Evidence Based Practice; Construction (Process); Research; Research Needs + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Spiel; Pre-school education; Vorschulerziehung; Geschlechterstereotyp; Geschlechterkonflikt; Aufbau; Konstruktion; Forschung; Forschungsbedarf
Abstract	It is reported that engineering for play-based settings is a new body of knowledge under debate and contradictory. Many studies show how play-based settings are full of engineering possibilities for young children, whilst others have identified missed engineering teaching possibilities. In order to better understand the research, this paper answers the questions, 'How is engineering knowledge being constructed through research into play-based settings?', and 'What do the results show for practice and future engineering research for preschool settings?' To answer these questions, a critique of those studies which focused on engineering education in play-based settings was undertaken. By examining existing studies in relation to the study designs and the results, this paper reports on how categories of engineering knowledge were established and how knowledge was constructed for engineering education for play-based settings. Using cultural-historical theory, the results show that studies of play-based setting have primarily been guided by practices from only some engineering professions, knowledge construction is based on both pre-defined and emergent categories, and research has tended to focus mostly on constructing (e.g. blocks). Gendered engineering knowledge was also identified, suggesting only partial understandings of engineering education evident. The critique not only identified knowledge construction that positively contributes to scholarship but also found gaps in what was being studied, thereby contributing to research by cautioning against full acceptance of the existing analytical concepts in the literature and suggesting that the building of a broader set of analytical categories for future research is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01