Abstract
This qualitative case study sought to understand how disciplinary literacy practices associated with engineering design were used to facilitate communication among the four fifthgrade members of one collaborative learning group engaged in brainstorming initial design ideas for a remote-controlled, paddle-propelled robotic watercraft. Specifically, we focused on understanding how sketching was used by group members and for what purposes. Analysis of nine student-generated sketches and discourse during the team's first work session suggested that sketching was "mixed and mashed" with other literacy acts to create design worlds, facilitate deep learning, and navigate pathways towards engineering goals.
Original language | English (US) |
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Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 1010-1013 |
Number of pages | 4 |
Volume | 2 |
ISBN (Electronic) | 9780990355083 |
State | Published - 2016 |
Event | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016 |
Other
Other | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 |
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Country/Territory | Singapore |
City | Singapore |
Period | 6/20/16 → 6/24/16 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education