Parents’ epistemic supports during home-based engineering design tasks: opportunities and tensions through the use of technology
Parents’ epistemic supports during home-based engineering design tasks: opportunities and tensions through the use of technology
复制标题
父母在家庭工程设计任务中的认知支持：技术使用带来的机遇和紧张
DOI：
10.1007/s11423-023-10322-0
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Simpson, Amber
中科院分区：
文献类型：
--
作者：
Kim, Soo Hyeon;Simpson, Amber
在工程教育中，非正式的，校外的经验和家庭环境中的亲子互动都被认为是一个有前途的背景下，工程话语和实践的发展。然而，很少有人知道家长如何支持孩子参与工程学习，特别是当他们与使用材料和技术，可以引入不确定性的来源，使前景。为了了解在亲子工程学习经验的机会和不确定性，本研究探讨了家长的使用认知支持的工程设计任务与技术和工程设计任务没有技术之间的差异，并在工程设计过程中的不同阶段。本研究进一步探讨了父母在工程设计任务中如何表现出不同的认知不确定性。基于引导参与的概念，将工程学习框架化，使其成为通过多种情境互动共同建构的，本研究表明：（a）父母是熟练的知识实践者，通过使用各种认知支持，他们的孩子参与工程学习：（B）工程设计任务中技术的存在促使不同类型的认知实践和工程设计阶段;（c）当父母对STEM概念或在工程设计任务中使用技术进行故障排除时，机会和紧张关系同时出现。我们讨论的影响，在家庭环境中的工程设计任务的设计，扩大使用父母的认知支持。
Within engineering education, informal, out-of-school making experiences and parent–child interactions within home environments are both considered as a promising context for the development of engineering discourse and practices. However, less is known about how parents support children’s engagement in engineering learning, particularly when they are foregrounded with making that use materials and technologies that can introduce sources of uncertainty. To understand both the opportunities and uncertainties of centering making within parent–child engineering learning experiences, this study examines how parents’ use of epistemic supports differ between engineering design tasks with technology and engineering design tasks without technology, and within the different phases in the engineering design process. The study further investigates how parents exhibit epistemic uncertainties differently between engineering design tasks. Building on the notion of guided participation to frame engineering learning and making as co-constructed through multiple situated interactions, this study demonstrates that: (a) parents are skilled knowledge practitioners for their children’s engagement of engineering learning through the use of various epistemic supports; (b) the presence of technology in the engineering design tasks prompt different types of epistemic practices and engineering design phases; (c) opportunities and tensions co-emerge when parents experience epistemic uncertainty about STEM concepts or troubleshooting during engineering design tasks with technology. We discuss implications for the design of engineering design tasks within home environments that extend the use of parents’ epistemic supports.
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