Disciplinary Learning From an Authentic Engineering Context

Langman, Catherine; Zawojewski, Judith S.; McNicholas, Patricia Anne; Çınar, Ali; Brey, Eric M.; Bilgic, Mustafa; Mehdizadeh, Hamidreza

doi:10.7771/2157-9288.1178

Cited by 4 publications

(13 citation statements)

References 28 publications

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“…Additionally, we found that the 10 remaining studies relied on other forms of theoretically -grounded support to justify their design innovations. For example, some studies (Dasgupta, 2019;Fan et al, 2018;Langman et al, 2019;Moore et al, 2014;Tang, 2013;Weber et al, 2014) used educational goals and requirements described in standards and high-level reports, including those published by organizations such as the National Academies, National Research Council (e.g., Next Generation Science Standards), Council of Chief State School Officers (e.g., Common Core Standards) and the accreditation body for engineering programs (i.e., ABET). Other studies (Diefes-Dux et al, 2010;Guisasola et al, 2017;Yueh et al, 2014) relied on well-researched pedagogical frameworks (i.e., model-eliciting activities, teaching and learning sequences, and virtual laboratories) to support their design ideation.…”

Section: What Form Do the Findings Take?mentioning

confidence: 99%

A Narrative Review of Design-Based Research in Engineering Education: Opportunities and Challenges

Minichiello

Caldwell

2021

Studies in Engineering Education

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Background: Active engagement across a range of methodological frameworks is one hallmark of thriving scholarly disciplines. Design-based research is one newer approach to education research that holds promise for developing effective interventions that are iteratively theorized, designed, and tested within local engineering education contexts. Purpose: To promote engagement with diverse research frameworks, the purpose of this narrative literature review was to identify, describe, and critically examine emerging use of design-based research in engineering education. We addressed research questions focused on characterizing the use of design-based research in engineering education in terms of the a) problems studied, b) interventions designed, c) participant populations and learning contexts, d) research methods employed, e) form(s) of the research findings, and f) limitations of the literature. Furthermore, this work identified current opportunities and challenges of design-based research for the field of engineering education through analysis of review findings in light of the authors' experiences conducting design-based research in engineering education. Scope/Method: Using established review procedures that included specified database search terms and inclusion criteria, we identified 24 empirical design-based research studies in engineering education. We used qualitative content analysis to code study characteristics including nationality, participant population, research methods, and learning context. We then synthesized and critiqued findings across studies. Conclusions: In synthesizing key aspects of empirical design-based research studies in engineering education, this review provides insights into the ways design-based research is being implemented to advance engineering education imperatives and provides a foundation for expanding and strengthening use of design-based research in future work in engineering education. Opportunities of design-based research for engineering education include developing local improvements to the field's most persistent and vexing issues (i.e., "wicked" problems) and realizing the full potential of technology for 21st century engineering education. Challenges include developing interdisciplinary teams, the need for expertise across multiple research approaches and methods, funding emergent DBR projects, and disseminating DBR results across the project lifespan.

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Section: What Form Do the Findings Take?mentioning

confidence: 99%

A Narrative Review of Design-Based Research in Engineering Education: Opportunities and Challenges

Minichiello

Caldwell

2021

Studies in Engineering Education

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“…Progressive refinement means that design-based researchers report on variations and revisions as designs are improved. Along the way, they may also develop theory about education (e.g., Langman et al, 2019). For engineering knowledge, many concepts have not been studied at length so understanding and documenting students' development of knowledge needs to occur and tasks need to be designed to elicit that knowledge.…”

Section: Stages Of Design: Cycles and Iterationsmentioning

confidence: 99%

“…Of the studies examined in this systematic review, eight explored aspects of engineering education in K-12 settings (Blanchard, 2015;Dasgupta, 2019;Gale et al, 2019;Hardre et al, 2010;Hira & Hynes, 2019;Langman et al, 2019;Moore et al, 2014;Tang, 2013). Moore and colleagues (2014) sought to create a standards framework to inform quality K-12 engineering education.…”

Section: Synthesis Of Study Focusmentioning

confidence: 99%

“…Nine studies examined design-based research in university and community college settings (Diefes-Dux et al, 2010;Freidrichsen et al, 2017;Guloy, 2017;Langman et al, 2019;Newstetter, 2005;Spelt et al, 2015;Todd et al, 2011;Weber et al, 2014;Yueh et al, 2014). Of those, Diefes-Dux et al and Friederichsen et al focused on the instructors through development of tools to aid reliable and valid student evaluation, and a network for sharing concepts, respectively.…”

Section: Synthesis Of Study Focusmentioning

confidence: 99%

“…Yueh and colleagues examined a framework for assessing e-learning design for virtual nanotechnology labs. 2 Similar to the embodied designs in the K-12 studies described above, the remaining six university-based studies (Langman et al, 2019;Newstetter, 2005;Spelt et al, 2015;Todd et al, 2011;Weber et al, 2014) explored elements and applied models of problem solving along with other learning mechanisms to engage and support engineering students in undergraduate and graduate programs.…”

Section: Synthesis Of Study Focusmentioning

confidence: 99%

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Conjectures, Cycles and Contexts: A Systematic Review of Design-based Research in Engineering Education

Hjalmarson

Parsons

2021

Studies in Engineering Education

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Background: Design-based research frameworks have become more widely embraced by education researchers since . Ann Brown (1992 first suggested design-based research as a means to move research about learning from the laboratory to the classroom setting. Design-based research does not imply particular methods, but rather is an epistemological approach to carrying out research projects focused on the design of an innovation. This shift in epistemological outcome shifts how researchers consider evidence gathering and analysis. So how are engineering education researchers using and reporting on design-based research? Purpose: The design of educational innovations should be situated in context and balance both theory and practice. In this paper, we summarize research in engineering education that has used a design-based research approach. We first describe design-based research from a theoretical and epistemological perspective and then present its use thus far in engineering education settings. Our goal is to suggest it as a useful model for undertaking engineering education research that advances knowledge about the design of learning environments. Scope: Our analysis is situated in significant features of design-based research (Kelly, 2004;Sandoval, 2014). Our review process began with systematically searching for articles and then coding them for the features of design-based research. We have coded a set of engineering education and design-based research articles to summarize the contexts, conjectures, and design cycles. Discussion/Conclusions: We found articles across K-12 and higher education settings. The articles focused on designing models and tools for engineering education including curriculum, tasks, and frameworks. First, design-based research in engineering education includes conjectures about engineering disciplinary practices, problem-based learning, and affective aspects of students' learning. Second, cycles of design inform improvement and theory development. Design-based research is still emerging in engineering education but has potential for building knowledge and developing resources grounded in practice.

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Ways of thinking in STEM-based problem solving

English

2023

ZDM Mathematics Education

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This article proposes an interconnected framework, Ways of thinking in STEM-based Problem Solving, which addresses cognitive processes that facilitate learning, problem solving, and interdisciplinary concept development. The framework comprises critical thinking, incorporating critical mathematical modelling and philosophical inquiry, systems thinking, and design-based thinking, which collectively contribute to adaptive and innovative thinking. It is argued that the pinnacle of this framework is learning innovation, involving the generation of powerful disciplinary knowledge and thinking processes that can be applied to subsequent problem challenges. Consideration is first given to STEM-based problem solving with a focus on mathematics. Mathematical and STEM-based problems are viewed here as goal-directed, multifaceted experiences that (1) demand core, facilitative ways of thinking, (2) require the development of productive and adaptive ways to navigate complexity, (3) enable multiple approaches and practices, (4) recruit interdisciplinary solution processes, and (5) facilitate the growth of learning innovation. The nature, role, and contributions of each way of thinking in STEM-based problem solving and learning are then explored, with their interactions highlighted. Examples from classroom-based research are presented, together with teaching implications.

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Disciplinary Learning From an Authentic Engineering Context

Cited by 4 publications

References 28 publications

A Narrative Review of Design-Based Research in Engineering Education: Opportunities and Challenges

A Narrative Review of Design-Based Research in Engineering Education: Opportunities and Challenges

Conjectures, Cycles and Contexts: A Systematic Review of Design-based Research in Engineering Education

Ways of thinking in STEM-based problem solving

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