TY - GEN
T1 - Knowledge to empathy
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
AU - Farris, Amy Voss
AU - Tosun, Gözde
N1 - Publisher Copyright:
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.
PY - 2020
Y1 - 2020
N2 - Elementary teacher preparation commonly includes relatively few science and mathematics courses, and rarely do these have an emphasis on engineering (NRC, 2009). In this paper, we analyze data collected in an introductory engineering course for educators, taught during the Spring 2019 term. The participants are 23 preservice teachers (PSTs). We examine the changing epistemological frames (Hammer, Elby, Scherr, & Redish, 2005) through which students view their engineering work and describe how the PSTs talked and wrote about the relationships among engineering and their future practice as elementary and early childhood educators. Across the course, we see development from naïve notions of engineering's importance as “hands-on” and engaging to more robust epistemologies about engineering as design and teaching engineering as creating productive contexts for students' design processes. We focus on two students' accounts of their own experiences of the engineering design process as centrally relevant to their pedagogical practice with elementary students.
AB - Elementary teacher preparation commonly includes relatively few science and mathematics courses, and rarely do these have an emphasis on engineering (NRC, 2009). In this paper, we analyze data collected in an introductory engineering course for educators, taught during the Spring 2019 term. The participants are 23 preservice teachers (PSTs). We examine the changing epistemological frames (Hammer, Elby, Scherr, & Redish, 2005) through which students view their engineering work and describe how the PSTs talked and wrote about the relationships among engineering and their future practice as elementary and early childhood educators. Across the course, we see development from naïve notions of engineering's importance as “hands-on” and engaging to more robust epistemologies about engineering as design and teaching engineering as creating productive contexts for students' design processes. We focus on two students' accounts of their own experiences of the engineering design process as centrally relevant to their pedagogical practice with elementary students.
UR - http://www.scopus.com/inward/record.url?scp=85102895707&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85102895707&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85102895707
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 2273
EP - 2276
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
Y2 - 19 June 2020 through 23 June 2020
ER -