Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
This exploratory research paper investigated the use of artifact elicitation interviews (Douglas, Jordan, Lande, & Bumbaco, 2015) in understanding youth meaning-making following design-based after school engineering activities. The Next Generation Science Standards bring engineering design content to K-12 students in formal settings, yet little is known about how to formally assess learning throughout the design process, particularly at the earlier grade bands (3-5). In an effort to assess design thinking, interviews with 40 girls were videotaped as part of programmatic practice, and occurred across elementary and middle school programs in 2 cities. The interviews called on youth to give a guided, narrative description of their work on a design project accomplished in their engineering-focused girls only after school program. When possible these interviews were augmented with programmatic observations, so that the analysts could triangulate evidence from interviews with observations of girls engaged in the projects. A rubric was developed in collaboration with the curriculum development team to measure the extent to which girls expressed effective design processes, specifically: a) understanding of the design challenge, b) evaluation of design strengths and weaknesses, and c) evidence that participants were making decisions based on testing. Additionally, the participants were rated on their ability to describe the engineering design process. Two analysts viewed all videos at least twice, and when rubric scores differed, the analysts discussed the video and formed consensus on a numeric value.
Themes emerged from the data related to program implementation as well as interview implementation. First, project specificity and the existence of formal testing procedures embedded in the whole group activity supported youth descriptions of testing failures and redesign practices. Second, the physical use of the artifact in communicating knowledge was evident in many interviews in which the youth may have lacked scientific language to describe their reasoning--gesture and referential language (e.g., pointing to an element and stating ‘this part’) assisted coders in understanding whether or not youth had conceptual understanding of design features. Finally, understanding of the engineering design process was expressed in multiple ways.Interview responses indicated implicit understanding of the engineering design process through the narrative youth used to describe product development. In another segment of the interview, youth were asked to describe the engineering design process to measure explicit understanding. The analysts found incongruent responses related to implicit and explicit understanding of the engineering design process.
Eyerman, S., & Hug, S., & McLeod, E., & Tauer, T. (2018, June), Uncovering K-12 Youth Engineering Design Thinking through Artifact Elicitation Interviews Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31163
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