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Traditionally, engineering design is taught as a tool for synthesis and integration of engineering content knowledge for students in capstone courses. These engineering design courses are usually successful, in that the students do well, they come up with innovative solutions, and they are satisfied with their school experience and feel ready for the real world. But, what is the evidence that students have actually learned and can apply their design and engineering learning successfully for synthesis and integration? What are the student’s own understandings of the design process and engineering design practice? How might they conceive of their own engineering and design epistemic identities? This work investigates these questions.
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Toward onto-epistemic Justice: Making Identities and Agencies of Bilingual/Multilingual learners Visible in Science Education.
Science learning is not limited to knowledge and skills. This research draws on the expansive theories of learning, which recognize students’ identities and their cultural and epistemic agencies as critical resources for learning. To this end, we examine how positioning students as cultural and epistemic agents helps them to recruit their diverse cultural, epistemic, and linguistic resources and in turn support students’ developing identities.
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- Award ID(s):
- 1652752
- PAR ID:
- 10177821
- Date Published:
- Journal Name:
- International Conference of Learning Sciences Proceedings.
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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