Design and Implementation of Data Collection in a Large-Scale, Multi-Year Pre-College Engineering Study: A Retrospective

June 15th, 2020 | RESEARCH

The data collection procedure and process is one of the most critical components in a research study that affects the findings. Problems in data collection may directly influence the findings, and consequently, may lead to questionable inferences. Despite the challenges in data collection, this study provides insights for STEM education researchers and practitioners on effective data collection, in order to ensure that the data is useful for answering questions posed by research. Our engineering education research study was a part of a three-year, NSF funded project implemented in the Midwest region of the US. The project has engaged more than 60 teachers from 15 different public elementary schools and one private elementary school from five different school districts, as well as homeschool educators. More than 1,000 students, ages kindergarten to second grade, have been involved. Through this project, children engaged in integrated STEM + literacy +computational thinking activities in formal, informal, and homeschool settings. For this multi-faceted project, data collection was complex. The primary data collected for this project was video-recordings of K-2nd grade-aged children as they engaged in curriculum activities in both classroom and homeschool settings, as well as in activities designed for and set in a science center setting. Video recordings allow us to examine the ways that the children engage in engineering design and computational thinking, as well as in mathematics, science, and literacy. Video recordings also allow us to examine the interactions between children, as well as interactions between children and teachers/parents. Additional data included: copies of student work (e.g. worksheets, engineering design prototypes); field notes collected during classroom observation and science center visits; post-implementation interviews with teachers and parents; and surveys. In addition, a new approach, referred to as the 1+2 technique, in video data collection was developed to record the targeted data. Overall, the main aim of this paper is to provide critical insights for researchers who anticipate implementing more successful, purposeful and effective data collection in elementary schools, specifically in K-2 grade levels. We also anticipate that this paper will help practitioners and professional developers consider how they might collect video recordings: whether for allowing practitioners to reflect on their teaching practices; allowing teachers to share with families the in-class activities that children engage in; or assisting professional developers in developing video-based training materials.

Document

design-and-implementation-of-data-collection-in-a-large-scale-multi-year-pre-college-engineering-study-a-retrospective.pdf

Team Members

Ibrahim Yeter, Author, Purdue University
Anastasia Marie Rynearson, Author, Campbell University
Hoda Ehsan, Author, Purdue University
Annwesa Dasgupta, Author, Indiana University-Purdue University
Barbara Fagundes, Author, Purdue University
Muhsin Meneske, Author, Purdue University
Monica Cardella, Author, Purdue University

Citation

Publication: ASEE 2019 Annual Conference

Funders

Funding Source: NSF
Funding Program: STEM+C
Award Number: 1543175

Related URLs

Integrated STEM and Computing Learning in Formal and Informal Settings for Kindergarten to Grade 2

Tags

Audience: Educators | Teachers | Elementary School Children (6-10) | Families | Learning Researchers | Museum | ISE Professionals | Parents | Caregivers | Pre-K Children (0-5)
Discipline: Computing and information science | Engineering
Resource Type: Conference Proceedings | Reference Materials
Environment Type: Exhibitions | Informal | Formal Connections | K-12 Programs | Museum and Science Center Exhibits

Linkedin   Youtube   Facebook   Instagram
Search: repository | repository and website pages | website pages
NSF logo

This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

NSF AISL Project Meetings

Privacy Policy | Terms of Use | Contact Us