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.