Lottero-Perdue, P., & Mikeska, J. (2022, August), Simulated Engineering Teaching Experiences:  Preservice Teachers Learning to Facilitate Discussions to Help Students Become Informed Designers (RTP)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41003

\bibitem{asee_peer_41003}
  Lottero-Perdue, P., \& Mikeska, J. (2022, August), \emph{Simulated Engineering Teaching Experiences:  Preservice Teachers Learning to Facilitate Discussions to Help Students Become Informed Designers (RTP)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41003

Pamela Lottero-Perdue and Jamie Mikeska.  "Simulated Engineering Teaching Experiences:  Preservice Teachers Learning to Facilitate Discussions to Help Students Become Informed Designers (RTP)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41003 Internet.  15 Dec, 2024

\bibitem{asee_peer_41003}
  Pamela Lottero-Perdue and Jamie Mikeska.
  "Simulated Engineering Teaching Experiences:  Preservice Teachers Learning to Facilitate Discussions to Help Students Become Informed Designers (RTP)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41003 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_41003
author = "Pamela Lottero-Perdue and Jamie Mikeska"
title = "Simulated Engineering Teaching Experiences:  Preservice Teachers Learning to Facilitate Discussions to Help Students Become Informed Designers (RTP)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41003}
number = {10.18260/1-2--41003}
}

TY  - CPAPER
AB  - In this paper, we describe the development and implementation of a suite of three simulated engineering teaching experiences (SETEs). These SETEs were simulated in that they involved preservice teachers (PSTs) facilitating discussions with one or more student avatars in the Mursion® simulated classroom environment. The student avatars are played by a highly trained human-in-the-loop, called a simulation specialist, who voices and moves the avatars. The SETE experiences were designed to give PSTs practice with common student challenges in engineering design, most especially overcoming idea fixation and engaging in diagnostic troubleshooting. Each SETE experience increased in complexity, with SETE 1 involving a discussion with one student, SETE 2 involving a discussion with a team of three student avatars, and SETE 3 involving a discussion with five students working in three teams (one student worked alone). Participants were six PSTs majoring in middle school education who engaged in each SETE as part of their engineering methods course. We share preliminary findings about (1) the range of teaching moves the PSTs employed in SETE 1 and 2, and (2) how helpful the PSTs perceived the earlier SETEs to be when preparing for SETE 3. Findings indicated that PSTs used a variety of moves, some of which likely supported and some of which may have hindered student sensemaking, agency, and opportunity to become more informed designers. Most PSTs also suggested that SETE 1 and SETE 2 were helpful in preparing for SETE 3.
AU  - Pamela Lottero-Perdue
AU  - Jamie Mikeska
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Simulated Engineering Teaching Experiences:  Preservice Teachers Learning to Facilitate Discussions to Help Students Become Informed Designers (RTP)
UR  - https://peer.asee.org/41003
DO  - 10.18260/1-2--41003
ER  -