Children's engineering identities‐in‐practice : An exploration of child–adult interactions in an out‐of‐school context
Children's engineering identities‐in‐practice : An exploration of child–adult interactions in an out‐of‐school context
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儿童在实践中的工程身份：在校外环境中探索儿童与成人的互动
DOI：
10.1002/jee.20553
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发表时间：
2023
影响因子：
3.4
通讯作者：
Yang, Jing
中科院分区：
文献类型：
--
作者：
Simpson, Amber;Knox, Peter N.;Yang, Jing
背景研究指出，涉及STEM概念的家庭谈话和互动是最有影响力的非正式学习经验之一，可以塑造个人的STEM身份发展，并鼓励他们追求STEM职业。然而，在这方面，最近的一项文献综述揭示了关于幼儿工程身份发展的有限研究。目的本研究的目的是通过探索儿童如何将自己定位为工程师以及儿童如何通过与父母和其他成年人的互动定位为工程师来补充这一不足的文献。子二分体。我们收集和分析了大约19.5小时的视频数据的两个孩子，父母二人组相互作用，在整个工程设计过程中的一部分，一个out-of-schoolprogram.ResultsResults突出三种方式，其中两个孩子制定了各种工程身份，通过他们的定位，谈判，和接受和/或拒绝的定位，因为他们从事的工程设计过程中与父母。这些身份制定包括：（a）拥有知识和权力，就自己确定的工程问题和原型的开发做出决定;（B）质疑和挑战成人的想法，解决方案和原型的构建;以及（c）通过草图和笔记记录和交流他们关于工程设计的想法。结论这项研究的意义在于它可能改变景观那些谁追求工程事业，并有助于有限的研究和正在进行的对话，如何促进环境，支持家庭在创造性和协作学习具体到工程学科。
BackgroundResearch points to family talk and interactions involving STEM concepts as one of the most influential informal learning experiences that shape an individual's STEM identity development and encourage their pursuit of a STEM career. However, a recent literature review uncovers limited research regarding the development of engineering identity in young children.PurposeThe purpose of this study was to add to this scant literature by exploring how children position themselves as engineers and how children are positioned as engineers through interactions with parents and other adults within a program focused on family engagement within an engineering design process.MethodsThis study includes two parent–child dyads. We collected and analyzed approximately 19.5 h of video data of the two child–parent dyads interacting with one another throughout an engineering design process as part of an out‐of‐school program.ResultsResults highlight three ways in which the two children enacted various engineering identities through their positioning, negotiation, and acceptance and/or rejection of positionalities as they engaged in an engineering design process with a parent. These identity enactments included (a) possessing knowledge and authority to make decisions regarding the development of their self‐identified engineering problem and prototype; (b) questioning and challenging adult ideas, solutions, and construction of prototypes; and (c) documenting and communicating their thinking regarding the engineering design through sketches and notes.ConclusionsThe significance of this study lies in its potential to change the landscape of those who pursue an engineering career and to contribute to the limited research and ongoing conversations about how to foster environments that support families in creative and collaborative learning specific to the engineering discipline.