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Understanding Students' Perceptions on the Utility of Engineering Notebooks

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Title: Understanding Students' Perceptions on the Utility of Engineering Notebooks
Language: English
Authors: Berland, Leema, McKenna, William, Peacock, Stephanie Baker
Source: Advances in Engineering Education. Sum 2012 3(2).
Availability: American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2012
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DUE-0831811
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Engineering Education, Documentation, Student Journals, Interviews, Secondary School Teachers, High School Students, Grounded Theory, Content Analysis, Reflection, Teaching Methods, Observation, Design
Geographic Terms: Texas
ISSN: 1941-1766
Abstract: Engineering notebooks are a pervasive practice across high school, college, and professional contexts. Within this consistency, there are two basic forms: process-based notebooks serve as a complete record of the engineer's work and are used by the authors to support their endeavors, while product-based notebooks represent a record of final form projects to be evaluated by outsiders. Given this breadth of purposes, expected content and primary audiences, this paper explores students' and teacher's use and perceptions of the utility of engineering notebooks. In this study, we interviewed students and teachers, and examined the student notebooks, from three different high-school engineering classes. Grounded-theory analyses of this data reveals that all classes used process-based notebooks and they all struggled with supporting student reflection, a common teacher goal. In addition, in each class, the notebooks emphasized a different phase of the design process and students similarly reported the utility of notebooks for supporting that phase. The key instructional implication of this work is that facilitating students' meaningful and thorough use of their notebooks requires creating situations in which maintaining notebooks helps them complete their project work. The paper provides examples, pulled from the study data, of how to enact this strategy.
Abstractor: As Provided
Number of References: 36
Entry Date: 2015
Accession Number: EJ1076123
Database: ERIC
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  Data: American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
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  Data: Engineering notebooks are a pervasive practice across high school, college, and professional contexts. Within this consistency, there are two basic forms: process-based notebooks serve as a complete record of the engineer's work and are used by the authors to support their endeavors, while product-based notebooks represent a record of final form projects to be evaluated by outsiders. Given this breadth of purposes, expected content and primary audiences, this paper explores students' and teacher's use and perceptions of the utility of engineering notebooks. In this study, we interviewed students and teachers, and examined the student notebooks, from three different high-school engineering classes. Grounded-theory analyses of this data reveals that all classes used process-based notebooks and they all struggled with supporting student reflection, a common teacher goal. In addition, in each class, the notebooks emphasized a different phase of the design process and students similarly reported the utility of notebooks for supporting that phase. The key instructional implication of this work is that facilitating students' meaningful and thorough use of their notebooks requires creating situations in which maintaining notebooks helps them complete their project work. The paper provides examples, pulled from the study data, of how to enact this strategy.
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