Stenger, K., & Chiu, J. L., & Fick, S. J. (2021, July), “Adding Stuff From Other People”: How Peer Comparison Influences Conceptual Modeling in Precollege Engineering Contexts  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36529

\bibitem{asee_peer_36529}
  Stenger, K., \& Chiu, J. L., \& Fick, S. J. (2021, July), \emph{“Adding Stuff From Other People”: How Peer Comparison Influences Conceptual Modeling in Precollege Engineering Contexts}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36529

Katelyn Stenger, Jennifer L. Chiu, and Sarah Jennings Fick.  "“Adding Stuff From Other People”: How Peer Comparison Influences Conceptual Modeling in Precollege Engineering Contexts".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36529 Internet.  10 Jul, 2024

\bibitem{asee_peer_36529}
  Katelyn Stenger, Jennifer L. Chiu, and Sarah Jennings Fick.
  "“Adding Stuff From Other People”: How Peer Comparison Influences Conceptual Modeling in Precollege Engineering Contexts".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36529 Internet.  10 Jul, 2024

@INPROCEEDINGS{asee_peer_36529
author = "Katelyn Stenger, Jennifer L. Chiu, and Sarah Jennings Fick"
title = "“Adding Stuff From Other People”: How Peer Comparison Influences Conceptual Modeling in Precollege Engineering Contexts"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36529}
number = {10.18260/1-2--36529}
}

TY  - CPAPER
AB  - Conceptual models serve as both as a design artifact and an object that communicates understanding about underlying systems. As such, conceptual modeling is considered as a crucial component of engineering design. Peer comparison and critique can help students develop conceptual models, yet little research explores how peer comparison activities can support conceptual model development in engineering settings. Therefore, we investigate why and how fifth-grade students made changes to their conceptual models after a peer comparison during a 4-week engineering design curriculum unit focused on water runoff at their school. Data sources included students’ conceptual models before and after the peer comparison, field notes, and student interviews after the peer comparison. To understand how students described their conceptual models and why any changes may have occurred, we interviewed twelve students and coded these interview transcripts at the utterance level. Results show that peer comparison activities can increase conceptual model quality. Further, peer comparison contributes to a diverse set of additional representations in students’ conceptual models. The study suggests peer comparisons of conceptual modeling may support students in realizing their peers are a great source of information, a critical realization to support positive engineering design experiences in K-12 and higher education.
AU  - Katelyn Stenger
AU  - Jennifer L. Chiu
AU  - Sarah Jennings Fick
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - “Adding Stuff From Other People”: How Peer Comparison Influences Conceptual Modeling in Precollege Engineering Contexts
UR  - https://peer.asee.org/36529
DO  - 10.18260/1-2--36529
ER  -