Influence of public design critiques on fifth graders collaborative engineering design work

Research output: Contribution to journalArticle

Abstract

Understanding how young students learn to engage in collaborative design practices entails understanding social interaction processes that occur beyond collaborative groups. The purpose of this study was to understand how talk generated during whole-class public design critique sessions influenced collaborative groups in subsequent small-group work sessions. Analysis focused on data from one fifth-grade class in which students were challenged to collaboratively design, build, and program robots. Video-recorded and transcribed whole-class interactions from three design critique sessions across the second, third, and fourth day of a 14-day robotic engineering design project were examined in order to categorize the types of comments made by the teacher and students relative to the nascent design solutions of three focal groups. Collaborative discourse from subsequent small-group work sessions was then examined in order to understand what ideas students took up, as well as how they took them up and to what efect.

Original languageEnglish (US)
Pages (from-to)1166-1170
Number of pages5
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue numberJanuary
StatePublished - 2014

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small group work
engineering
Students
student
Group
interaction
robot
video
discourse
Robotics
teacher
Robots

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

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abstract = "Understanding how young students learn to engage in collaborative design practices entails understanding social interaction processes that occur beyond collaborative groups. The purpose of this study was to understand how talk generated during whole-class public design critique sessions influenced collaborative groups in subsequent small-group work sessions. Analysis focused on data from one fifth-grade class in which students were challenged to collaboratively design, build, and program robots. Video-recorded and transcribed whole-class interactions from three design critique sessions across the second, third, and fourth day of a 14-day robotic engineering design project were examined in order to categorize the types of comments made by the teacher and students relative to the nascent design solutions of three focal groups. Collaborative discourse from subsequent small-group work sessions was then examined in order to understand what ideas students took up, as well as how they took them up and to what efect.",
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