April 2nd, 2022 | RESEARCH
In collaboration with Metropolitan Family Service (MFS), we conducted a three-year design-based research study to better understand how the characteristics of hands-on, home-based family engineering activities influence how preschool-age children and their parents engage in the engineering design process. Four themes emerged from the study: (1) Families used their imagination and activity narrative elements to set the design context, (2) Families evaluated and revised their solutions based on imagination-driven constraints, (3) Families creatively modified the design space, and (4) Imaginative play fostered user-centered design.
Document
Team Members
Scott Pattison, Author, TERC Inc.Gina Navoa Svarovsky, Author, University of Notre Dame
Amy Corbett, Author, Metropolitan Family Service
Maria Eugenia Perdomo, Author, Metropolitan Family Service
Smirla Ramos-Montañez, Author, TERC, Inc.
Catherine Wagner, Author, University of Notre Dame
Viviana López Burgos, Author, Independent Consultant
Sabrina De Los Santos, Author, TERC Inc.
Citation
Identifier Type: doi
Identifier: 10.13140/RG.2.2.19143.16803
Funders
Funding Source: NSF
Funding Program: EngEd-Engineering Education
Award Number: 1930848
Funding Amount: $399,371.00
Related URLs
Tags
Access and Inclusion: English Language Learners | Ethnic | Racial | Hispanic | Latinx Communities
Audience: Educators | Teachers | Families | Learning Researchers | Museum | ISE Professionals | Parents | Caregivers | Pre-K Children (0-5)
Discipline: Education and learning science | Engineering
Resource Type: Conference Proceedings | Research Products
Environment Type: Informal | Formal Connections | Pre-K | Early Childhood Programs
