Investigating Children with Autism’s Engagement in Engineering Practices: Problem Scoping (Fundamental)
Investigating Children with Autism’s Engagement in Engineering Practices: Problem Scoping (Fundamental)
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调查自闭症儿童参与工程实践的情况：问题范围界定（基础）
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
D. M. E. Cardella
中科院分区：
文献类型：
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作者：
Ms. Hoda Ehsan;D. M. E. Cardella
在过去的二十年里，大学预科工程教育一直在急剧上升。然而，有限的研究，如果有的话，考虑到残疾儿童的工程思维方面。因此，根据多样化工程教育的要求，有必要考虑将残疾儿童纳入其中。在各种残疾中，自闭症儿童的人数正在迅速增加。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出色，如工程学。鉴于从童年开始参与工程学习机会的重要性及其对未来工程表现的影响，让自闭症儿童参与适当的工程经验是必要的。因此，我们需要深入了解他们如何从事工程学习活动。这项研究是一个更大的项目的一部分，我们的目标是描述自闭症儿童的工程思维。在这项研究中，我们密切关注第一个也是非常重要的工程实践：问题范围。本研究的主要目的是探讨8-10岁自闭症儿童如何进行问题范围界定。我们重点讨论了工程设计中问题范围确定的三个主要组成部分：（1）问题框架，（2）信息收集和（3）反思。在这项研究中，我们进行了定性的单一案例研究分析。我们精心挑选了一例自闭症儿童。该儿童9岁，与其父母一起参加了本研究。他们被要求在60分钟内解决一个为当地游乐园建造过山车的工程问题。他们的互动被录像，他们的设计的照片被捕获。我们已经分析了视频数据视频分析方法的基础上，我们开发的码本，通过回顾文献的问题范围。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行动。我们观察到的行为大多与问题框架和信息收集有关。然而，我们已经看到了一些反思的证据。我们相信，这项研究的结果奠定了基础，为未来的研究自闭症儿童和工程设计，以及如何有效地参与他们在这些活动。
In the last two decades, pre-college engineering education has been on a sharp rise. However, limited research, if at all, considered aspects of engineering thinking of children with disabilities. Therefore, in line with the call for diversifying engineering education, considering inclusion of children with disabilities is necessary. Among different disabilities, 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 like engineering. Given the importance of participating in engineering learning opportunities from childhood and its impact on future engineering performance, engaging children with autism in appropriate engineering experiences is necessary. Therefore, we need to gain a deep understanding of how they engage in engineering learning activities. This study is a part of a bigger project in which we aim to characterize engineering thinking of children with autism. In this study, we are closely looking at the first and very important engineering practices; problem scoping. The main purpose of this study is to investigate how 8-10 years old children with autism engage in problem scoping. We focused on three main components of problem scoping in engineering design (1) Problem Framing, (2) Information Gathering, and (3) Reflection. For this study, we have conducted a qualitative single case study analysis. We carefully chosen one case of child with autism. The child is make and 9 years old and participated in this study with his parent. They were asked to solve an engineering problem of building a roller coaster for a local amusement park in 60 minutes. Their interaction was videotaped and pictures of their designs were captured. We have analyzed the video data video analysis approach based on the codebook we developed by reviewing literature on problem scoping. The instances that we have seen in mom-child interactions and conversation provided evidence that the child with autism was capable of engaging in all three actions of problem scoping. The behaviors we have observed were mostly associated to Problem Framing and Information Gathering. However, we have seen some evidence of Reflection. We believe, that the findings of this study lays foundation for future studies on children with autism and engineering design, and how to effectively engage in them in these activities.