Peer-Prompted Engineering Design: How Do Adolescents Interact and Strategize?

Autor/inn/en	Strong, Kristin M.; Lawanto, Oenardi; Wilson-Lopez, Amy
Titel	Peer-Prompted Engineering Design: How Do Adolescents Interact and Strategize?
Quelle	In: Journal of Technology Education, 31 (2020) 2, S.19-39 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-4702
Schlagwörter	Engineering Education; Design; Problem Solving; Metacognition; Case Studies; Creativity; Cues; Comparative Analysis; Peer Relationship; Science Instruction; Standards; Teaching Methods; Interaction; Middle School Students; Cooperative Learning; Peer Teaching + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Kreativität; Stichwort; Peer-Beziehungen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standard; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kooperatives Lernen; Peer group teaching; Peer Group Teaching
Abstract	Engineering design was integrated into K-12 science education in the "Next Generation Science Standards" (NGSS Lead States, 2013), but teaching design remains a challenge for educators. Design problems are ill-defined, ill-structured, and complex problem-solving tasks. Their solutions require creativity and recursive, metacognitive processes that cannot be taught with simple algorithms. Moreover, adolescents do not demonstrate fully developed metacognitive skills because they are undergoing profound developmental changes. In this comparative case study, we explored how peer-delivered metacognitive prompts supported adolescents during a design challenge. We investigated how scripted prompts sparked reflection and stimulated design changes and identified which prompts were most effective. We also observed four interaction patterns between paired peers. The interaction patterns influenced the quantity of design changes and shaped the strategies that students used during revisions. (As Provided).
Anmerkungen	Journal of Technology Education. Illnois State University. 215 Turner Hall, Campus Box 5100, Normal, IL 61790. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01