Yeo, A., & Yeter, I. H., & Limas, S. A. (2024, June), Board 163: Examining teachers’ enactment of engineering-focused design principles using action, speech, and gestures in elementary settings (Work in Progress)  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46725

\bibitem{asee_peer_46725}
  Yeo, A., \& Yeter, I. H., \& Limas, S. A. (2024, June), \emph{Board 163: Examining teachers’ enactment of engineering-focused design principles using action, speech, and gestures in elementary settings (Work in Progress)}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--46725

Amelia Yeo, Ibrahim H. Yeter, and Sharyn Anastasia Limas.  "Board 163: Examining teachers’ enactment of engineering-focused design principles using action, speech, and gestures in elementary settings (Work in Progress)".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46725 Internet.  14 Dec, 2024

\bibitem{asee_peer_46725}
  Amelia Yeo, Ibrahim H. Yeter, and Sharyn Anastasia Limas.
  "Board 163: Examining teachers’ enactment of engineering-focused design principles using action, speech, and gestures in elementary settings (Work in Progress)".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46725 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_46725
author = "Amelia Yeo, Ibrahim H. Yeter, and Sharyn Anastasia Limas"
title = "Board 163: Examining teachers’ enactment of engineering-focused design principles using action, speech, and gestures in elementary settings (Work in Progress)"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46725}
number = {10.18260/1-2--46725}
}

TY  - CPAPER
AB  - This work-in-progress presents a qualitative analysis of video recordings of engineering education in elementary classrooms. The study aims to examine how teachers enact the program's design principles in action, speech, and hand gestures within an elementary education program developed in the USA. The videos were transcribed verbatim, with the transcriptions serving as the basis for detailed coding and categorization of the data. Recurring themes related to the program's design principles utilized within the videos were identified. Teachers’ gestures were coded into categories of representational, deictic, or beat gestures. The preliminary findings suggest that teachers use a range of verbal and nonverbal strategies to engage students in engineering concepts. Teachers’ speeches often focus on setting learning in a real-world context, scaffolding student work, and demonstrating inclusivity. Teachers’ actions, such as writing, drawing, and holding up objects, provide visual support for their instruction. We also found that teachers used different hand gestures during the lessons. By employing some of these gestures, teachers help students establish connections between physical actions and engineering principles. The preliminary findings offer insights into using speech, actions, and gestures to support engineering instruction. Future steps for this work-in-progress will be to code the remaining videos of elementary classrooms.
AU  - Amelia Yeo
AU  - Ibrahim H. Yeter
AU  - Sharyn Anastasia Limas
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 163: Examining teachers’ enactment of engineering-focused design principles using action, speech, and gestures in elementary settings (Work in Progress)
UR  - https://peer.asee.org/46725
DO  - 10.18260/1-2--46725
ER  -