Investigating Peer Critique and Revision of Elementary Students' Conceptual Models During an Engineering Design Project

• In Event: Teaching and Learning: Engineering

Abstract

Conceptual modeling of systems is foundational to engineering and engineering design, yet few studies have explored how to support conceptual modeling within precollege engineering contexts. This study explores how fifth-grade students develop and revise conceptual models of a water system during an engineering curricular unit focused on water runoff at their school. Data sources included students’ conceptual models before and after a peer critique activity, as well as student interviews after the modeling task. Results demonstrate that students added new components from their peers, added components to better communicate their ideas, and subtracted components for clarity. Results help inform efforts to support conceptual modeling in precollege engineering contexts.

Authors

• Katelyn Stenger, University of Virginia

• Jennifer L. Chiu, University of Virginia

• Sarah Jennings Fick, Washington State University - Pullman