Using Disciplinary Literacies to Enhance Adolescents' Engineering Design Activity

Autor/inn/en	Wilson, Amy Alexandra; Smith, Emma; Householder, Daniel L.
Titel	Using Disciplinary Literacies to Enhance Adolescents' Engineering Design Activity
Quelle	In: Journal of Adolescent & Adult Literacy, 57 (2014) 8, S.676-686 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.302
Schlagwörter	Comparative Analysis; Case Studies; Adolescents; Problem Solving; Engineering; Design; Video Technology; Audio Equipment; Interviews; Coding; Reading Skills; Literacy; High School Students; Reading Instruction + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Problemlösen; Maschinenbau; Audio-CD; Interviewing; Interviewtechnik; Codierung; Programmierung; Reading skill; Lesefertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseunterricht
Abstract	This comparative case study describes the literacy practices of two groups of adolescents as they sought to solve authentic problems through engineering design processes. Three types of data were collected as the groups addressed these problems: video- and audio-recordings of their conversations; adolescent-generated products; and pre- and post-challenge interviews. The authors used existing coding schemes of engineering design activity to identify when the adolescents enacted different stages of engineering design, as well as a modified form of constant comparative analysis to identify the literacy practices that corresponded with each stage. The analysis indicates that applications of literacy practices at each stage of the engineering design process enhanced the adolescents' overall design activity, whereas the absence of literacy practices often impeded the viability of their final designs. The authors suggest implications for high school engineering and science teachers who seek to enhance their students' design activity through literacy instruction. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10