A4 Refereed article in a conference publication
Productively Engaging Student Teams in Engineering: The Interplay between Doing and Thinking
Authors: Koretsky MD, Gilbuena DM, Nolen SB, Tierney G, Volet SE
Editors: IEEE
Conference name: IEEE Frontiers in Education Conference (FIE)
Publication year: 2014
Journal: Conference proceedings : Frontiers in Education Conference
Book title : 2014 IEEE Frontiers in Education Conference (FIE)
Journal name in source: 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE)
Journal acronym: PROC FRONT EDUC CONF
Number of pages: 8
eISBN: 978-1-4799-3922-0
ISSN: 0190-5848
DOI: https://doi.org/10.1109/FIE.2014.7044434
Abstract
A comparative case study examined two teams for instances of Productive Disciplinary Engagement (PDE) as they completed a complex, virtual process development project. Discourse from team meetings was analyzed to interpret how engagement unfolds, specifically classifying engagement in two dimensions: School vs. Engineering World, and task co-production vs. knowledge co-construction. Teams were found to move back and forth between School World and Engineering World as different aspects of the learning system become salient and instances of PDE were triggered when teams experienced productive frictions from interlocking components of the learning system.
A comparative case study examined two teams for instances of Productive Disciplinary Engagement (PDE) as they completed a complex, virtual process development project. Discourse from team meetings was analyzed to interpret how engagement unfolds, specifically classifying engagement in two dimensions: School vs. Engineering World, and task co-production vs. knowledge co-construction. Teams were found to move back and forth between School World and Engineering World as different aspects of the learning system become salient and instances of PDE were triggered when teams experienced productive frictions from interlocking components of the learning system.
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