Family Voices: Learning from Families with Preschool-Age Children from Historically Marginalized Communities to Expand our Vision of Engineering-Reference-Cited by-同舟云学术

Family Voices: Learning from Families with Preschool-Age Children from Historically Marginalized Communities to Expand our Vision of Engineering

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Container-title:2023 ASEE Annual Conference & Exposition Proceedings
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Author:

Pattison Scott¹,Ramos-Montañez Smirla,López Burgos Viviana,Svarovsky Gina²,Wagner Catherine²,Douglass Annie,Allen Julie

Affiliation:

1. TERC, Inc.

2. University of Notre Dame

Publisher

ASEE Conferences

Reference48 articles.

1. M. E. Cardella, “Early childhood engineering: Supporting engineering design practices with young children and their families,” presented at the NARST 2020 Annual International Conference, Portland, OR, Mar. 2020. [Online]. Available: https://www.researchgate.net/publication/340234317_Early_Childhood_Engineering_Supporting_Engineering_Design_Practices_with_Young_Children_and_Their_Families

2. National Academies of Sciences, Engineering, and Medicine, Science and engineering in preschool through elementary grades: The brilliance of children and the strengths of educators. Washington, DC: National Academies Press, 2021, p. 26215. doi: 10.17226/26215.

3. S. A. Pattison, S. Ramos Montañez, and G. Svarovsky, “Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood engineering program,” Science Education, vol. 106, no. 6, pp. 1568–1604, Sep. 2022, doi: 10.1002/sce.21763.

4. C. I. Sneider and M. K. Ravel, “Insights from two decades of P-12 engineering education research,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 11, no. 2, Nov. 2021, doi: 10.7771/2157-9288.1277.

5. M. Marcus, D. I. Acosta, P. Tõugu, D. H. Uttal, and C. A. Haden, “Tinkering with testing: Understanding how museum program design advances engineering learning opportunities for children,” Front. Psychol., vol. 12, p. 689425, Jul. 2021, doi: 10.3389/fpsyg.2021.689425.