This article discusses a case study of a pair of students mentored by a physics teacher as they engaged in a long‐term (15 months) engineering maker‐based inquiry (EMBI), a mandatory part of these students' formal learning of physics at the advanced high school level. We conceptualize the students' engagement as participating in a particular figured world, which is distinct from the figured world of authentic scientific inquiry. Using fine‐grained discourse analysis of mentor–mentee interactions in authentic working sessions, complemented by interviews and other ethnographic accounts, we: (a) characterize this figured world; (b) identify central legitimate forms of participation that were enacted by the students and influenced their learning; (c) articulate how these forms of participation were socially communicated, constructed, and enforced over time in the interaction between the two students and the educational staff; and (d) examine how these forms of participation facilitated (or impaired) the learning of content and practices of the related physics. Two legitimate forms of participation, which contributed extensively to the EMBI's goal of creating a working artifact, are discussed in detail. The analysis articulates the social construction of these forms of participation and shows that (a) participating as an engineer facilitated many foundational aspects of learning of physics, (b) participating as a technician fostered a sense of agency and efficacy with regard to physics in a student who did not find ways to express himself in the regular physics classroom; however, it did not facilitate the learning of scientific content and practices. The implications for the instruction of physics in school, particularly given recent calls for integrated STEM education and Making in education, are discussed.

中文翻译：

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参与基于工程制造商的物理查询的形式

本文讨论了一个案例研究，该案例研究是由一对在物理老师指导下进行长期（15个月）基于工程制造商的调查（EMBI）的学生指导的，这是这些学生在物理学校正式学习的必修部分。高级中学水平。我们将学生的参与概念化为参与一个特定的虚拟世界，这与真实的科学探究的虚拟世界不同。通过对真实工作会议中的导师与受训者互动进行细粒度的话语分析，并辅以访谈和其他人种学资料，我们：（a）描绘出这个人物世界的特征；（b）确定由学生制定并影响他们学习的中央合法参与形式；（c）阐明如何以社交方式交流，构造这些参与形式，随着时间的推移，两名学生与教育人员之间的互动得到了加强；（d）研究这些参与形式如何促进（或削弱）相关物理学的内容和实践的学习。详细讨论了两种合法参与形式，它们对EMBI创建工作工件的目标做出了巨大贡献。分析明确说明了这些参与形式的社会建构，并表明（a）以工程师的身份参与促进了物理学习的许多基础方面；（b）以技术人员的参与培养了无法在常规物理课堂上表达自己的态度的学生对物理的积极性和效能感；但是，它不利于学习科学内容和实践。讨论了对学校物理教学的影响，特别是考虑到最近对整合STEM教育和教育制造的呼吁。