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Browsing by Author "Kim, Jungsun"
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Item Caregivers’ Role-taking during the Use of Discussion Prompts in At-Home Engineering Kits(ISLS, 2021-06) Kim, Soo Hyeon; Kim, Jungsun; Library and Information Science, School of Informatics and ComputingThis study presents a video-based case study of families who used discussion prompts in the at-home engineering kits. We examine different roles that caregivers took on during the implementation of the prompts to organize families’ engineering learning activities. Narrative accounts and transcriptions were analyzed to investigate the different roles that caregivers took. Three roles emerged: caregivers as monitor; caregivers as mentor; caregivers as partner. We further coded families’ talks to investigate how three different caregivers’ roles influenced families’ engineering practices and caregiver-child talk types. Preliminary findings illustrate how three caregivers’ roles enabled and constrained different types of engineering practices and caregiver-child talk types. Findings contribute to future considerations in designing discussion prompts for at-home engineering kits.Item Insights from Engineering a Community-Family Partnership Project(ASEE, 2021) Simpson, Amber; Maltese, Adam V.; Yang, Jing; Kim, Jungsun; Knox, Peter N.; Kim, Soo Hyeon; D’Souza, Nikeetha F.; Library and Information Science, School of Informatics and ComputingThe objective of this three-year National Science Foundation’s Innovative Technology Experiences for Students and Teachers (NSF-ITEST) project is to develop, implement, and refine a program for integrating engineering design practices with an emphasis on emerging technologies (i.e., making, DIY electronics) into home environments of families with a child in grade 3-6 from under-resourced communities. This project has two components. Each family (1) defines a home- or community-based problem and creates a prototype to improve the lives of self or others; and (2) engages in low-cost engineering design kits in their home environments. This paper presents findings from two years of interview data, as well video data collected in project sessions and home environments from 21 families. Results are presented as highlights of finding from on-going analyses to address three research aims.Item Motives, Conflicts and Mediation in Home Engineering Design Challenges as Family Pedagogical Practices (Fundamental)(ASEE, 2021) Kim, Jungsun; Kim, Soo Hyeon; Library and Information Science, School of Informatics and ComputingMuch is known about the importance of the family as a learning environment in STEM education [1], but less is known about conducting engineering design challenge activities in home environments. Although many studies highlight the development of STEM concepts and skills, more research is needed to understand how to support this development through caregiver-child interactions at home. This study aims to (a) investigate caregiver-child interactions that support the development of child(ren)’s STEM conceptualizations and skills in engineering design challenge activities within family pedagogical practices, and (b) examine caregivers’ pedagogical expectations within family pedagogy. Guided by Vygotsky’s cultural-historical view, the authors analyze child(ren)’s development of STEM conceptualizations and skills in parent-child interactions, with a focus on motives, conflicts, and mediation. Seven families with nine children (grades 1-5) participated in three to five engineering activities over six months. The research team sent at-home engineering kits that contained an instruction card, materials, and tools for engineering challenge activities in five engineering disciplines. Caregivers were instructed to video-record their engineering activities, creating approximately 100 hours of video data. Then, caregivers participated in in-depth online interviews about their pedagogical expectations in educating children, specifically in STEM education. Qualitative findings from the home engineering data indicated that conflicts occurred (a) between caregivers’ suggestions and children’s ideas, (b) in misalignments between children’s readiness to take risks and caregivers’ level of facilitation, and (c) between caregivers’ and children’s motives. From the in-depth interviews, caregivers’ narratives illustrated their pedagogical expectations in STEM learning as (a) broadening the child’s understanding of engineering and STEM domains, (b) developing independent learning skills through quality family time, and (c) nurturing thinking and problem-solving skills in daily conversations. For the first theme, caregivers commonly highlighted the value of failures and trial-and-error in lifelong education. Secondly, caregivers noted the importance of independent learning skills through their families’ life experiences. The final theme was caregivers’ awareness of the how their communities valued STEM skills.