Exploring Middle School Students' Thinking in an Engineering Program using an Asynchronous Video Reflection Tool
Abstract
Pre-college engineering education is gaining popularity, and most state science
standards now include engineering in some capacity. However, others are calling for
engineering as a separate discipline. The 2020 Framework for P-12 Engineering Learning
acts as a foundational document that outlines concepts, practices, and habits of mind for
promoting engineering literacy in all students. This study investigates a subset of these
to determine their presence during an informal engineering program that included
weekly engineering design challenges conducted through distance learning. Students
worked from home to complete the engineering activities, followed by submitting a
reflection video on Flipgird. The researchers employed a mixed-methods research
design using a coding guide developed a priori based on engineering practices and habits
of mind. Flipgrid was found to have potential as an educational tool that captures student
thinking, but the students overwhelmingly focused on the final product of the
engineering activity. Additionally, the elements of the engineering activity, including
open-ended design constraints and the building time of a prototype, may promote
different levels of engagement in the design process. The study also highlights the need
for more guidance around developmentally appropriate learning outcomes for
engineering literacy.
Citation
Wilkerson, Natasha Lagoudas (2021). Exploring Middle School Students' Thinking in an Engineering Program using an Asynchronous Video Reflection Tool. Master's thesis, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /196424.