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ERIC Number: EJ1395665
Record Type: Journal
Publication Date: 2023
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2147-611X
Available Date: N/A
Using Video and Written Reflection to Assess Second-Grade Students' Design Thinking and Conceptual Understanding in an Engineering and Design Challenge
International Journal of Education in Mathematics, Science and Technology, v11 n4 p820-843 2023
The purpose of this mixed methods triangulation convergence study (Creswell & Clark, 2017) was to identify the differences between expressions of understanding through writing versus video reflection in a second-grade science classroom. Specifically, we analyzed the reflective piece of the design thinking of the engineering and design process by focusing on the empathy and ideate themes of the d.school (2013) engineering and design thinking rubric. A total of 76 second grade science students participated in the study either through Flipgrid, video reflection, or written reflection. Results show that there were far fewer instances of empathy as opposed to ideate in both written and video responses. Additionally, there were far fewer instances of both present in the written responses compared to the video responses. Given that providing opportunities for students to engage in the inquiry-based learning of science with empathy may increase their capacity to learn science (Garner et al., 2017), learning how to effectively teach empathy could be beneficial in the teaching and learning of science.
International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A