Characterizing Engineering Outreach Educators' Talk Moves: An Exploratory Framework

Autor/inn/en	Miel, Karen; Swanson, Rebecca D.; Portsmore, Merredith; Paul, Kelli M.; Moison, Elizabeth A.; Kim, Jungsun; Maltese, Adam V.
Titel	Characterizing Engineering Outreach Educators' Talk Moves: An Exploratory Framework
Quelle	In: Journal of Engineering Education, 112 (2023) 2, S.337-364 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miel, Karen) ORCID (Swanson, Rebecca D.) ORCID (Portsmore, Merredith) ORCID (Paul, Kelli M.) ORCID (Moison, Elizabeth A.) ORCID (Kim, Jungsun) ORCID (Maltese, Adam V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20514
Schlagwörter	Engineering Education; Outreach Programs; Teacher Attitudes; Teaching Methods; Beginning Teachers; Elementary School Students; Design; Instructional Innovation; Student Participation + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Jobcoaching; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Educational Innovation; Bildungsinnovation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Background: Despite the prevalence and potential of K-12 engineering outreach programs, the moment-to-moment dynamics of outreach educators' facilitation of engineering learning experiences are understudied. There is a need to identify outreach educators' teaching moves and to explore the implications of these moves. Purpose/Hypothesis: We offer a preliminary framework for characterizing engineering outreach educators' teaching moves in relation to principles of ambitious instruction. This study describes outreach educators' teaching moves and identifies learning opportunities afforded by these moves. Design/Method: Through discourse analysis of video recordings of a university-led engineering outreach program, we identified teaching moves of novice engineering outreach educators in interaction with elementary student design teams. We considered 18 outreach educators' teaching moves through a lens of ambitious instruction. Results: In small group interactions, outreach educators used ambitious, conservative, and inclusive teaching moves. These novice educators utilized talk moves that centered students' ideas and agency. Ambitious moves included two novel teaching moves: design check-ins and revoicing tangible manifestations of students' ideas. Ambitious moves offered students opportunities to engage in engineering design. Conservative moves provided opportunities for students to make technical and affective progress, and to experience engineering norms. Conclusions: Our work is formative in describing engineering outreach educators' teaching moves and points to outreach educators' capability in using ambitious moves. Ambitious engineering instruction may be a useful framework for designing engineering outreach to support students' participation and progress in engineering design. Additionally, conservative teaching moves, typically considered constraining, may support productive student affect and engagement in engineering design. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01