Pre-Service Teachers' Perceptions of Norms of Interaction for Fourth-Grade Students' Engineering Design Problem-Solving
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| Title: | Pre-Service Teachers' Perceptions of Norms of Interaction for Fourth-Grade Students' Engineering Design Problem-Solving |
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| Language: | English |
| Authors: | Mangiante, Elaine Silva, Moore, Adam |
| Source: | Journal of Classroom Interaction. 2019 54(2):57-73. |
| Availability: | University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Preservice Teachers, Student Attitudes, Grade 4, Elementary School Students, Engineering Education, Design, Interaction, Teamwork, Problem Solving, Social Influences, Practicums, Urban Schools, Cooperative Learning |
| ISSN: | 0749-4025 |
| Abstract: | This study examined elementary pre-service teachers' (PSTs) perceptions about norms of interaction to emphasize with fourth-grade students as they worked in teams to solve an engineering design challenge. From analysis of PSTs' lesson reflections and post-unit interviews, the findings revealed a range of PSTs' conceptions for seven social norms of interaction and indicated PSTs' emphases on norms promoting students' individual contributions versus norms encouraging collective efforts in solving the engineering problem. The results suggest focus areas for teacher educators in preparing PSTs to promote social norms for collaborative engineering design problem-solving. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Access URL: | https://jciuh.org/ |
| Accession Number: | EJ1255086 |
| Database: | ERIC |
| Abstract: | This study examined elementary pre-service teachers' (PSTs) perceptions about norms of interaction to emphasize with fourth-grade students as they worked in teams to solve an engineering design challenge. From analysis of PSTs' lesson reflections and post-unit interviews, the findings revealed a range of PSTs' conceptions for seven social norms of interaction and indicated PSTs' emphases on norms promoting students' individual contributions versus norms encouraging collective efforts in solving the engineering problem. The results suggest focus areas for teacher educators in preparing PSTs to promote social norms for collaborative engineering design problem-solving. |
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| ISSN: | 0749-4025 |
