Undergraduates' Meaning-Making: Exploring the Disciplinary Literacies of Engineering Students Solving Professional Problems (Poster 4)

• In Event: AERA Poster Session Thirteen
  In Poster Session: Exploring Topics in Computing and Engineering Education

Abstract

This study examines how a team of undergraduate computer science engineering students engaged in engineering literacy practices during a software engineering design challenge. Following sociocultural perspectives of literacy and disciplinarity, this case study uses a qualitative exploratory design to analyze students’ practices and their relationship with the instructional design of the activity. Findings suggest that students’ meaning-making practices were supported by their disciplinary resources and mediated by the learning context and the collective problem-solving effort. The results support the case for instructional designs that engage students with the problems, texts, and practices of the discipline of engineering.

Authors

• Gianina Morales, University of Pittsburgh
  Presenting Author

• Emily C. Rainey, University of Pittsburgh
  Non-Presenting Author

• René Noël, Universidad de Valparaíso - Chile
  Non-Presenting Author

• Roberto Muñoz, Universidad de Valparaíso - Chile
  Non-Presenting Author