Capturing Children with Autism’s Engagement in Engineering Practices: A Focus on Problem Scoping
Capturing Children with Autism’s Engagement in Engineering Practices: A Focus on Problem Scoping
复制标题
捕捉自闭症儿童对工程实践的参与：关注问题范围
DOI：
10.7771/2157-9288.1262
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发表时间：
2020
影响因子：
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通讯作者：
M. Cardella
中科院分区：
文献类型：
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作者：
Hoda Ehsan;M. Cardella
近二十年来，大学预科工程教育发展迅速，对大学预科工程教育的研究成为一个新兴领域。然而，有限的研究，如果有的话，已经考虑了神经多样性儿童的工程思维方面。与扩大工程教育参与的呼声一致，考虑神经多样性儿童是至关重要的。在各种神经多样性疾病中，自闭症儿童的数量正在迅速增长。此外，研究表明，自闭症患者有潜力在需要系统化能力的活动中表现良好。工程就是这样一种活动。先前的研究已经提供了早期工程学习机会对未来表现和对工程兴趣的重要性的证据；因此，让自闭症儿童获得适当的工程经验是至关重要的。因此，我们需要更深入地了解他们是如何参与工程学习活动的。在这项研究中，我们进行了一个定性的单例研究分析，我们仔细观察了一个患有轻度自闭症的9岁孩子和他的母亲一起解决问题的方式。我们关注工程设计中问题范围界定的三个主要组成部分：(1)问题框架，(2)信息收集，(3)反思。我们在母子互动和对话中看到的例子提供了证据，证明自闭症儿童能够参与问题范围的所有三个方面。我们观察到的行为大多与问题框架和信息收集有关。然而，我们也看到了一些反射的证据。我们相信本研究的发现为未来自闭症儿童的研究和工程设计，以及如何有效地让他们参与这些活动奠定了基础。
In the last two decades, pre-college engineering education has increased, with research on pre-college engineering education emerging as a nascent field. However, limited research, if any, has considered aspects of engineering thinking of children with neurodiversity. In line with calls for broadening participation in engineering education, consideration of neurodiverse children is critical. Among various neurodiverse conditions, the number of children with autism is rapidly growing. In addition, studies have shown that individuals with autism have the potential to perform well in activities that require systematizing abilities. Engineering is one such activity. Prior research has provided evidence of the importance of early engineering learning opportunities in terms of future performance and interest in engineering; therefore, it is critical that children with autism have access to appropriate engineering experiences. We thus need to gain a deeper understanding of how they engage in engineering learning activities. In this study, we conducted a qualitative single-case-study analysis in which we closely looked at ways a nine-year-old child with mild autism engaged in problem scoping along with his mother. We focused on three main components of problem scoping in engineering design: (1) Problem Framing, (2) Information Gathering, and (3) Reflection. The instances that we have seen in mother–child interactions and conversation provided evidence that the child with autism was capable of engaging in all three aspects of problem scoping. The behaviors we have observed were mostly associated with Problem Framing and Information Gathering. However, we have also seen some evidence of Reflection. We believe that the findings of this study lay a foundation for future studies of children with autism and engineering design, and how to effectively engage them in these activities.