Improvable models as scaffolds for promoting productive disciplinary engagement in an engineering design activity

[1]  Edit Yerushalmi,et al.  Guiding students to learn from mistakes , 2006 .

[2]  L.J. Leifer,et al.  Engineering design thinking, teaching, and learning , 2005, IEEE Engineering Management Review.

[3]  Daniel L. Schwartz,et al.  Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction , 2004 .

[4]  Daniel L. Schwartz,et al.  Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning , 1998 .

[5]  Yao-Ting Sung,et al.  Effects of learning support in simulation-based physics learning , 2008, Comput. Educ..

[6]  James G. Greeno,et al.  Constructing competence: an analysis of student participation in the activity systems of mathematics classrooms , 2009 .

[7]  Johannes Strobel,et al.  Engineering in the K‐12 STEM Standards of the 50 U.S. States: An Analysis of Presence and Extent , 2012 .

[8]  Jane Darke,et al.  The primary Generator and the Design Process , 1979 .

[9]  Richard Lehrer,et al.  From Physical Models to Biomechanics: A Design-Based Modeling Approach. , 1998 .

[10]  Tom Moher,et al.  Call the Plumber! Engaging Students With Authentic Engineering Design Practices , 2017 .

[11]  Spencer P. Magleby,et al.  A Review of Literature on Teaching Engineering Design Through Project‐Oriented Capstone Courses , 1997 .

[12]  Philip M. Sadler,et al.  Engineering Competitions in the Middle School Classroom: Key Elements in Developing Effective Design Challenges , 2000 .

[13]  Ming-Te Wang,et al.  Part I Commentary: So What Is Student Engagement Anyway? , 2012 .

[14]  Kristin L. Wood,et al.  Reverse Engineering and Redesign: Courses to Incrementally and Systematically Teach Design , 2001 .

[15]  Jack R. Lohmann.  Refining our Focus , 2008 .

[16]  Kristen B. Wendell,et al.  Reflective Decision‐Making in Elementary Students' Engineering Design , 2017 .

[17]  Julie Gainsburg.  The Mathematical Modeling of Structural Engineers , 2006 .

[18]  Camilo Vieira,et al.  Investigating the affordances of a CAD enabled learning environment for promoting integrated STEM learning , 2019, Comput. Educ..

[19]  Paul A. Haack.  Use of Positive and Negative Examples in Teaching the Concept of Musical Style , 1972 .

[20]  J. Finn,et al.  Student engagement: What is it? Why does it matter? , 2012 .

[21]  D. C. Phillips,et al.  On the Science of Education Design Studies , 2003 .

[22]  K. Smoke.  Negative instances in concept learning. , 1933 .

[23]  C. Henderson,et al.  Quiz Corrections: Improving Learning by Encouraging Students to Reflect on Their Mistakes , 2009 .

[24]  C. Seale.  Quality in Qualitative Research , 1999 .

[25]  John D. Bransford,et al.  New approaches to instruction: because wisdom can't be told , 1989 .

[26]  Michael A. Mooney,et al.  Adventure Engineering: A Design Centered, Inquiry Based Approach to Middle Grade Science and Mathematics Education , 2002 .

[27]  H. Mandl,et al.  Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations , 1998, Contemporary educational psychology.

[28]  J. Jovanovic,et al.  Bias or Responsivity? Sex and Achievement-Level Effects on Teachers' Classroom Questioning Practices , 1998 .

[29]  K. Squire,et al.  Design-Based Research: Putting a Stake in the Ground , 2004 .

[30]  Michelle E. Jordan,et al.  Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity , 2014 .

[31]  Chandan Dasgupta,et al.  Call the Plumber: Improvable Models as Priming Artifacts in Student Engineering Design Activities , 2015 .

[32]  R. Siegler.  Microgenetic Studies of Self-Explanation , 2002 .

[33]  David F. Treagust,et al.  A typology of school science models , 2000 .

[34]  M. Goos,et al.  In search of practical wisdom: A conversation between researcher and teacher , 2006 .

[35]  Matthew M. Mehalik,et al.  Middle‐School Science Through Design‐Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction , 2008 .

[36]  E. Skinner,et al.  Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience , 2012 .

[37]  Joseph Krajcik,et al.  A Scaffolding Design Framework for Software to Support Science Inquiry , 2004, The Journal of the Learning Sciences.

[38]  R. Atkinson,et al.  Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps. , 2003 .

[39]  Gerald F. Smith.  Idea‐Generation Techniques: A Formulary of Active Ingredients , 1998 .

[40]  Ann F. McKenna,et al.  Exploring Student Conceptions of Modeling and Modeling Uses in Engineering Design , 2014 .

[41]  R. A. Engle,et al.  Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom , 2002 .

[42]  Philip Bell,et al.  On the Theoretical Breadth of Design-Based Research in Education , 2004 .

[43]  R. Santagata.  “Are you joking or are you sleeping?” Cultural beliefs and practices in Italian and U.S. teachers’ mistake-handling strategies , 2004 .

[44]  D. Ausubel.  The use of advance organizers in the learning and retention of meaningful verbal material. , 1960 .

[45]  Chester E. Finn,et al.  Removing the Barriers for Teacher Candidates. , 2001 .

[46]  Richard K. Staley,et al.  From Example Study to Problem Solving: Smooth Transitions Help Learning , 2002 .

[47]  Rodger W. Bybee,et al.  K-12 Engineering Education Standards: Opportunities and Barriers. , 2011 .

[48]  John R. Anderson,et al.  The role of examples and rules in the acquisition of a cognitive skill. , 1997, Journal of experimental psychology. Learning, memory, and cognition.

[49]  Alexander Renkl,et al.  Toward an Instructionally Oriented Theory of Example-Based Learning , 2014, Cogn. Sci..

[50]  C. Cunningham.  Engineering is Elementary , 2017, 2017 EDI Proceedings.

[51]  R. Mayer.  Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. , 2004, The American psychologist.

[52]  Bryan Lawson,et al.  How Designers Think , 1980 .

[53]  Alice L. Pawley,et al.  Shifting the “Default”: The Case for Making Diversity the Expected Condition for Engineering Education and Making Whiteness and Maleness Visible , 2017 .

[54]  L. Schauble,et al.  Students' transition from an engineering model to a science model of experimentation , 1991 .

[55]  Robin Adams,et al.  The Informed Design Teaching and Learning Matrix , 2012 .

[56]  L. Schauble,et al.  Building Functional Models: Designing an Elbow , 1997 .

[57]  S. Christenson,et al.  Handbook of Research on Student Engagement , 2012 .

[58]  Clive L. Dym,et al.  EXPERT SYSTEMS: New approaches to computer-aided engineering , 1985, Engineering with Computers.

[59]  S. Derry,et al.  Learning from Examples: Instructional Principles from the Worked Examples Research , 2000 .

[60]  Janet L. Kolodner,et al.  Designing to Learn About Complex Systems , 2000 .

[61]  Sean Brophy,et al.  Advancing Engineering Education in P‐12 Classrooms , 2008 .

[62]  David H. Jonassen,et al.  Model building for conceptual change , 2005, Interact. Learn. Environ..

[63]  Julie L. Booth,et al.  Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples , 2013 .

[64]  Brian E. Townsend,et al.  THE REFLECTIVE CYCLE OF STUDENT ERROR ANALYSIS , 2006 .