Supporting informed engineering practices in the elementary classroom: examining teachers’ approaches to scaffolding
Author:
Funder
National Science Foundation
Publisher
Springer Science and Business Media LLC
Subject
General Engineering,Education
Link
https://link.springer.com/content/pdf/10.1007/s10798-023-09839-5.pdf
Reference101 articles.
1. American Society for Engineering Education. (2020). Framework for P-12 engineering learning: A defined and cohesive educational foundation for P-12 engineering. Washington, DC: American Society for Engineering Education. https://doi.org/10.18260/1-100-1153-1
2. Aranda, M. L., Lie, R., Guzey, S. S., Akarsu, M., Johnston, A., & Moore, T. J. (2020). Examining teacher talk moves in an engineering design-based science curricular unit. Research in Science Education, 50, 469–487. https://doi.org/10.1007/s11165-018-9697-8
3. Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359–379. https://doi.org/10.1002/j.2168-9830.2007.tb00945.x
4. Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L., Gordon, E. M., & Hayes, M. L. (2018). Report of the 2018 NSSME+. Horizon Research.
5. Berland, L., Steingut, R., & Ko, P. (2014). High school student perceptions of the utility of the engineering design process: Creating opportunities to engage in engineering practices and apply math and science content. Journal of Science Education and Technology, 23(6), 705–720. https://doi.org/10.1007/s10956-014-9498-4
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