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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
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
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  Data: Pre-Service Teachers' Perceptions of Norms of Interaction for Fourth-Grade Students' Engineering Design Problem-Solving
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  Data: <searchLink fieldCode="AR" term="%22Mangiante%2C+Elaine+Silva%22">Mangiante, Elaine Silva</searchLink><br /><searchLink fieldCode="AR" term="%22Moore%2C+Adam%22">Moore, Adam</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Classroom+Interaction%22"><i>Journal of Classroom Interaction</i></searchLink>. 2019 54(2):57-73.
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  Data: University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: 0749-4025
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: EJ1255086
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 57
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Engineering Education
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      – SubjectFull: Design
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Teamwork
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Practicums
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      – SubjectFull: Urban Schools
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      – SubjectFull: Cooperative Learning
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      – TitleFull: Pre-Service Teachers' Perceptions of Norms of Interaction for Fourth-Grade Students' Engineering Design Problem-Solving
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