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首页> 外文期刊>Journal of engineering education >Learning through making: The development of engineering discourse in an out-of-school maker club
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Learning through making: The development of engineering discourse in an out-of-school maker club

机译：通过制作学习：在课外制造商俱乐部的工程话语发展

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Background Learning to be an engineer means learning to participate in engineering discourse: the words, visuals, routines, and narratives through which engineers think and communicate. An important goal for engineering education is uncovering the processes by which young people take up and become fluent in engineering discourse, and how teachers and mentors can aid them in this process. Growing evidence suggests that participation in out-of-school maker activities-a class of informal design and build activities-holds promise to help youth gain interest and skill in engineering design.Purpose/Hypothesis This study investigates how youth learn engineering design through participation in a maker club. It is theoretically grounded in Sfard's (2008) commognition framework, an approach that views learning to be an engineer as learning to participate in engineering discourse.Design/Method The study employed case study methods of interaction analysis of video-recorded observations. The analysis closely examines interactions to uncover the mechanisms of discourse development.Results Findings showed that a newcomer to the discourse could show substantive growth within a single work session. The analysis examined how the youth and a mentor collaborated within a hands-on learning environment to create opportunities for discourse development. Such growth is not inevitable as seen in an analysis of a missed opportunity.Conclusions This article shows that making can be a fruitful context for the development of engineering discourse, and it illustrates mechanisms through which that learning can occur, including explorative imitation of engineering discourse routines within hands-on learning environments. It shows that professional engineers can play an important role in youth learning.
机译：背景学习成为工程师意味着学习参与工程话语：工程师思考和沟通的单词，视觉，例程和叙述。工程教育的一个重要目标正在揭示年轻人在工程话语中发挥流利的过程，以及教师和导师如何帮助他们在这个过程中。日益增长的证据表明，参与校外制造商活动 - 一类非正式的设计和建立活动 - 持有帮助青少年获得工程设计的利益和技能。本研究通过参与调查青年学习工程设计的兴趣和技能制造商俱乐部。理论上是在SFARD（2008）的崇尚框架中，一种方法，即观看学习作为学习参与工程话语的工程师。DESIGN / METHOD该研究采用了视频记录观测的互动分析的案例研究方法。分析密切研究了揭示话语发展机制的相互作用。结果调查结果表明，话语的新人可以在单一工作会议内表现出实质性增长。该分析审查了青年和导师如何在实践学习环境中合作，为话语发展创造机会。在对错过的机会的分析中看到的这种增长并不是不可避免的.Conclusions本文表明，为工程话语的发展是一个富有成效的背景，它说明了这种学习可能发生的机制，包括探索工程话语实际学习环境中的例程。它表明，专业工程师可以在青年学习中发挥重要作用。

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