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Timestamp taskpaper5/16/2023 As manifest in the core ideas, crosscutting concepts, and science and engineering practices for K12 students in the Next Generation Science Standards (, NGSS Lead States, 2013) and in terms of program outcomes for undergraduate engineering students for accreditation through ABET ( 2020) and the Washington Accord (International Engineering Alliance, 2014), instructors and curriculum developers need to identify the ways that professional engineers engage in their disciplinary practice and create learning experiences to cultivate those capabilities in students. In both K12 and university settings, educators recognize that realistic design projects provide opportunities for students to learn engineering (Cunningham & Kelly, 2017 Passow & Passow, 2017 Wendell & Kolodner, 2014). Implications for designing instruction to incorporate epistemic practices in engineering and science education are described. Second the need to reconcile experimental data with their process models elicited the authorship of free moves together with the accountability of forced moves. First, teams had the opportunity to engage in interlocking conceptual and material practices. The iterative development engaged students in two important features of engineering epistemic practice. While fitting into the same instructional “space,” the virtual laboratory task, compared to the physical tasks, better afforded iteration. We compared inscriptions of 29 teams across three laboratory projects and found a greater number and diversity of model components in a virtual laboratory project than in two physical laboratory projects. ![]() ![]() We investigated students’ modeling and experimental activity at scale using an innovative data analysis tool, Model Maps, looking for evidence of epistemic practices in student laboratory notebooks and in their post-project presentations. Using a framework focusing on conceptual and material epistemic practices and tools, we used a within-subjects comparison to explore two different types of task designs, given realistic constraints posed by a large-enrollment university engineering laboratory course. ![]() However, instructional contexts pose challenges in developing such tasks. In both K-12 and university settings, instructors and curriculum developers need to create learning experiences that provide students opportunities to engage in the disciplinary practices of science and engineering.
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