‘Magic’ or ‘maybe … other years’: designing for young adolescents’ engagement and self-efficacy in an invention camp

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-09-19 DOI:10.1080/21548455.2022.2120781

David W. Jackson

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引用次数: 0

Abstract

ABSTRACT Student engagement is a central concept for educational practitioners, researchers, and evaluators, especially working with learners historically minoritised in science developing their self-efficacy. Design-oriented projects in invention education show potential for promoting equitable engagement, partly by building upon learners’ sociocultural backgrounds and experiences. However, the relationship between more social and more individual conceptions of student engagement is not yet well understood. We took a cultural psychology approach to design-based research for planning, implementing, and analysing a five-day camp in the Northeast US, wherein grades 6–8 students invented an electronic door and a free-choice invention. Our mixed-methods case study for convergence revealed some statistically significant changes in engagement and self-efficacy for inventing, which qualitative analyses suggest were related to campers' cognitive self-efficacy for ability with technology, campers' perceived agency for inter- and trans-disciplinary approaches to inventing, and the camp's social infrastructure for student participation. Further, we found evidence differentiating individual and social levels of affective/emotional, behavioural, and cognitive engagement, supporting a six-part model over previous three- and four-part models. We conclude with conjectures about the camp's enactment, learning processes, and outcomes, providing an educational model that could be useful in designing similar environments for user- or activity-centred design projects.

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“神奇”或“也许……其他年份”:在一个发明夏令营中为青少年的参与和自我效能感设计

学生参与是教育从业者、研究人员和评估人员的核心概念，特别是在与历史上在科学领域处于少数地位的学习者发展自我效能的工作中。在发明教育中，以设计为导向的项目显示出促进公平参与的潜力，部分原因是建立在学习者的社会文化背景和经验之上。然而，更多的社会和更多的个人概念的学生参与之间的关系还没有得到很好的理解。我们采用文化心理学的方法来进行基于设计的研究，以规划、实施和分析美国东北部为期五天的夏令营，其中6-8年级的学生发明了一个电子门和一个自由选择的发明。我们对融合的混合方法案例研究发现，在发明投入和自我效能方面存在一些统计上显著的变化，定性分析表明，这些变化与营员对技术能力的认知自我效能、营员对跨学科和跨学科发明方法的感知代理以及营员参与的社会基础设施有关。此外，我们发现了区分情感/情绪、行为和认知参与的个人和社会水平的证据，支持六部分模型而不是以前的三部分和四部分模型。最后，我们对营地的制定、学习过程和结果进行了推测，提供了一个教育模型，可以用于为以用户或活动为中心的设计项目设计类似的环境。

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来源期刊

International Journal of Science Education Part B-Communication and Public Engagement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

5.90%

发文量

期刊介绍： International Journal of Science Education Part B: Communication and Public Engagement will address the communication between and the engagement by individuals and groups concerning evidence-based information about the nature, outcomes, and social consequences, of science and technology. The journal will aim: -To bridge the gap between theory and practice concerning the communication of evidence-based information about the nature, outcomes, and social consequences of science and technology; -To address the perspectives on communication about science and technology of individuals and groups of citizens of all ages, scientists and engineers, media persons, industrialists, policy makers, from countries throughout the world; -To promote rational discourse about the role of communication concerning science and technology in private, social, economic and cultural aspects of life