(一)编程作品分析
- Luoa, F., Antonenkoa, P. D., & Davis, E. C. (2020). Exploring the evolution of two girls’ conceptions and practices in computational thinking in science, Computers & Education,146.(以两个小学女生为对象,研究了她们在CT和科学整合课中CT感知和实践的形成及其特征,分析了干预前后的绘图、围绕绘图的访谈内容、干预前中后的开放访谈、编程活动的录屏、观察笔记等。)
(二)工程作品分析
- Chien, YH., Liu, CY., Chan, SC. et al. (2023). Engineering design learning for high school and college first-year students in a STEM battlebot design project. International Journal of STEM Education, 10. (在8周的工程实践项目结束后,使用Creative Product Analysis Matrix-CPAM量规从创新性、适用性、精细性三个方面、9个维度对学生小组的战斗机器人进行量化评价,两个研究者进行评分,并计算了内部一致性。)
- Hsiao, HS., Chen, JC., Chen, JH. et al. (2023). A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns. Educational technology research and development, 71, 1821–1849. (使用CPAM对高中生的工程实践作品进行分析,由2个评判者进行打分,并计算了2个人的一致性,最后对2个实验组、1个对照组的2次实践作品进行了协方差分析。)
(三)绘画作品分析
- Monteira, S.F., Jiménez-Aleixandre, M.P. & Siry, C. (2022). Scaffolding Children’s Production of Representations Along the Three Years of ECE: a Longitudinal Study. Research in Science Education, 52, 127–158. (以21名幼儿园1-3年级的学生为对象,进行了为期5个月的儿童学习科学课程实践,运用话语分析和内容分析法分析了30节课的录像以及487份绘图作品,即作品+围绕作品的课堂话语片段,探讨了儿童科学表征的发展以及教师支架的特征。)
- Hammack, R., Vo, T. (2022). A Mixed Methods Comparison of Elementary Preservice Teachers’ Conceptualization of Teaching Engineering. Research in Science Education, 52,1335–1353.(从2所大学中选择了104名职前小学教师作为对象,共分为2个组,使用DAETT-工程教学情境的绘制测试,作为测量和评价学生对工程教育理解的工具。对这些职前教师绘画作品的分析采用已有的工程设计课堂观察量规进行编码。最后,对前后测作品的成绩采用Mann-Whitney U test进行量化分析。)
- Solé, C. et. al. (2023). Revisiting secondary students’ ideas about air pollution. The challenge of particulate matter. Chemistry Education Research and Practice, 2023,24, 132-142(对初中生开展了建模型教学,然后对学生教学实验干预前后所绘制的空气污染绘画作品,进行了质性的对比分析)
- Hsu, P. S., Lee, E. M., & Smith, T. J. (2024). Exploring non-dominant youths' engineering identity through productive struggle in a making summer program. Educational Technology Research and Development, 72, 83-107. https://doi.org/10.1007/s11423-023-10299-w. 【以15名中学生为期1周的暑期创客夏令营活动为个案,聚焦成效性挑战对学生工程认同的影响,依据Weber的编码框架,分析了学生们的前后各类工程设计草图】