Design-Based Science with Communication Scaffolding Results in Productive Conversations and Improved Learning for Secondary Students

Chusinkunawut, Krislada; Henderson, Charles; Nugultham, Kulthida; Wannagatesiri, Tussatrin; Fakcharoenphol, Witat

doi:10.1007/s11165-020-09926-w

Cited by 17 publications

(15 citation statements)

References 33 publications

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“…Despite the fact that a number of pedagogical models of design-based learning have been developed and examined their effects on students' learning of various domains of specific STEM disciplines, such as knowledge, skills, and attitudes (e.g., Apedoe et al, 2008;Chusinkunawut et al, 2020;Cotabish et al, 2013;Fortus et al, 2004;Kolodner et al, 2003;Korur et al, 2017;Mehalik et al, 2008), little attention has been paid to investigating whether, and what aspects of, such design-based learning can promote students' design thinking. Moreover, these models of design-based learning focus on forward engineering, in that students are challenged to solve engineering problems whose possible solutions, to some extent, are unknown to them.…”

Section: Introductionmentioning

confidence: 99%

Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering

Ladachart

Cholsin

Kwanpet

et al. 2021

Int J Technol Des Educ

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Recently, design thinking has become recognized as a necessity for every student, especially when they engage in design-based learning, as a pedagogical approach to science, technology, engineering, and mathematics education. However, design-based learning is mostly based on forward engineering, in which students' design thinking can be nurtured by designing unknown solutions. Little is known about whether design thinking can be facilitated in the context of reverse engineering, when students learn from already designed products. This study therefore seeks to explore the perceptions of 38 ninth-grade students on the characteristics of design thinking before and after a four-week reverse engineering project, using Likert scales to measure six aspects of design thinking, namely (a) being comfortable with uncertainty and risks, (b) human-centeredness, (c) mindfulness to the process and impacts on others, (d) collaboratively working with diversity, (e) orientation to learning by making and testing, and (f) being confident and optimistic to use creativity. The data were analyzed using descriptive and inferential statistics, including means, standard deviations, paired-samples t-tests, and Wilcoxon signed-rank tests. The results indicate that two aspects, human-centeredness and being confident and optimistic to use creativity, were significant (p = 0.008 and p = 0.043, respectively), with size effects of 0.43 and 0.34, respectively. Based on this potential, reverse engineering can be a design-based learning approach to facilitate students' design thinking. It is recommended that instructional activities involving reverse engineering maintain some degree of ambiguity and risk to prevent design fixation among students.

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Section: Introductionmentioning

confidence: 99%

Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering

Ladachart

Cholsin

Kwanpet

et al. 2021

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…In frameworks for design-based science education (incl. Kolodner et al, 2003;Fortus, Dershimer, Krajcik, Marx, & Mamlok-Naaman, 2004;Chusinkunawut, Henderson, Nugultham, Wannagatesiri, & Fakcharoenphol, 2020), we find various ways for students to share their thinking with teachers. When students share their thinking with teachers, student thinking can become observable meaning that teachers have an opportunity to notice it (Luna, Selmer, & Rye, 2018).…”

Section: Introductionmentioning

confidence: 92%

“…Planning and drawing (elements of) potential design solutions are essential aspects of design processes, which we find embedded in many frameworks for design in (science) education (incl. Kolodner, et al, 2003;Fortus, et al, 2004;Crismond and Adams, 2012;National Research Council, 2012;English, et al, 2017;Chusinkunawut, et al, 2020). The learning-by-design approach, for instance, engages science students in a design planning phase in each design iteration during which student teams are prompted to generate and refine their ideas for a design solution, sketch and describe what they plan to construct, and justify design decisions based on experimental results (Kolodner, et al, 2003).…”

Section: Design Planning and Drawing As A Noticing Opportunitymentioning

confidence: 99%

“…But, while researchers may be able to identify students' disciplinary thinking while students design (e.g. English, King, & Smeed, 2017;Siverling, Suazo-Flores, Mathis, & Moore, 2019;Chusinkunawut, et al, 2020), there exists little empirical research on science teachers' noticing of student thinking during designbased activities. There have, however, been calls for investigating teachers' attention to student thinking in design-based science classrooms (Watkins et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers Noticing Chemical Thinking While Students Plan and Draw Designs

Stammes¹,

Henze²,

Barendsen³

et al. 2021

Design-Based Concept Learning in Science and Technology Education

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“…It also discusses the problems of digitalization and especially -the influence of the Internet on the learning process [10][11]. In foreign publications, issues of productivity of certain teaching methods are widely discussed [12][13]. In general, the tendency to ascribe the property of productivity to any phenomenon that arises in the learning process appears quite clearly.…”

Section: Introductionmentioning

confidence: 99%

Willingness of future teachers to apply innovative productive teaching methods to form a healthy lifestyle in preschoolers

Egorova

2020

E3S Web Conf.

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The goal of the study is to investigate the willingness of future teachers to apply innovative productive teaching methods in their direct work. Future teachers took part in the written survey (N0=141), students of other specialities and established professionals (N1=N2=28). Fisher's φ test, Pearson's correlation coefficient, biserial correlation coefficient, Kendall's τ correlation coefficient, Student's t-test (p ≤ 0.01) were used to statistically evaluate the results It is shown that future teachers from the proposed options choose mainly reproductive methods, and freely formulate informative methods. The most significant differences were revealed between the samples of future teachers and “adults” who do not have pedagogical training, which indicates the choice of methods not based on knowledge in the professional sphere, but on the basis of everyday ideas characteristic of this generation. It can be concluded that future teachers are really not ready to apply innovative productive methods in their practice, preferring more traditional informative and reproductive ones. This poses the task of finding ways to introduce into pedagogical practice those methods, theoretical reasoning about which is oversaturated in modern scientific and educational discourse.

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Design-Based Science with Communication Scaffolding Results in Productive Conversations and Improved Learning for Secondary Students

Cited by 17 publications

References 33 publications

Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering

Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering

Teachers Noticing Chemical Thinking While Students Plan and Draw Designs

Willingness of future teachers to apply innovative productive teaching methods to form a healthy lifestyle in preschoolers

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