High school students' academic engagement and achievement in design-based science: A gender perspective and a methodological perspective

Guo, Miancheng; McEneaney, Elizabeth H.; Nieswandt, Martina

doi:10.1109/isecon.2017.7910234

Cited by 2 publications

(1 citation statement)

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“…The notion of engagement in the DBL has been addressed using different theoretical perspectives. For instance, one recent study in a maker space (Zollars 2017) considers engagement as a component of flow, while another study (Guo et al 2017) has measured the influence of gender on students' cognitive, behavioral and emotional engagement in a high school DBL course. Furthermore, one study (Doppelt et al 2008) focused on one aspect of engagement, which, to some extent, amounts to students' participation to analyze the close association between engagement and achievement.…”

Section: Engagementmentioning

confidence: 99%

Understanding design-based learning context and the associated emotional experience

Zhang

Markopoulos

Bekker

et al. 2020

Int J Technol Des Educ

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Educational settings are emotional places where students experience diverse emotions in relation to academic activities and their outcomes. Emotions, in turn, greatly influence students’ learning process and engagement. Research on emotions in Design-Based Learning (DBL) has so far been coarse-grained examining how students evaluate their overall feelings towards the DBL project. As yet, little is known regarding how specific DBL activities influence students’ emotional experience. Therefore, we report a three-month field study of a DBL project involving 30 middle school students (aged 13–14) addressing dual research purposes: (1) to faithfully reconstruct the manner and sequence of activities during DBL from a fine-grained perspective; and (2) to examine the relationship between these activities and students’ emotional experience. This study used a mixed research method and collected multiple data sources, including experience sampling surveys, classroom observations, and interviews. The research outcomes in this study are multiple. First, this paper reveals detailed inspection regarding the types of task students performed, the strategies of shifting, and executing tasks during the process student experienced. Second, this paper identifies specific types of activities that have a significant positive or negative relationship with students’ emotional experiences. Derived from reported empirical evidence in the present study, this paper furtherly proposes an Activity-and-Affect model of DBL. This model provides a fine-grained description of DBL activity as continuous along three dimensions: task (design thinking process, project management, social interaction) task strategy (single-tasking vs. multitasking), and collaboration strategy (individual or group). Our analysis highlights the variability in how different DBL activities can be associated with different emotions.

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Section: Engagementmentioning

confidence: 99%