STEM Problem Solving: Inquiry, Concepts, and Reasoning

Abstract

Balancing disciplinary knowledge and practical reasoning in problem solving is needed for meaningful learning. In STEM problem solving, science subject matter with associated practices often appears distant to learners due to its abstract nature. Consequently, learners experience difficulties making meaningful connections between science and their daily experiences. Applying Dewey’s idea of practical and science inquiry and Bereiter’s idea of referent-centred and problem-centred knowledge, we examine how integrated STEM problem solving offers opportunities for learners to shuttle between practical and science inquiry and the kinds of knowledge that result from each form of inquiry. We hypothesize that connecting science inquiry with practical inquiry narrows the gap between science and everyday experiences to overcome isolation and fragmentation of science learning. In this study, we examine classroom talk as students engage in problem solving to increase crop yield. Qualitative content analysis of the utterances of six classes of 113 eighth graders and their teachers were conducted for 3 hours of video recordings. Analysis showed an almost equal amount of science and practical inquiry talk. Teachers and students applied their everyday experiences to generate solutions. Science talk was at the basic level of facts and was used to explain reasons for specific design considerations. There was little evidence of higher-level scientific conceptual knowledge being applied. Our observations suggest opportunities for more intentional connections of science to practical problem solving, if we intend to apply higher-order scientific knowledge in problem solving. Deliberate application and reference to scientific knowledge could improve the quality of solutions generated.

Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience

“…According to socio-meter theory, self-esteem reflects social connection and fosters positive social support which produces higher self-esteem (Li et al, 2018 ). Social support enables the LB individuals to socialize with others which enhances the self-esteem of these children (Tan et al, 2022 ). A study conducted by Jin and Zhu ( 2022 ) examined how perceived social support is related to self-esteem, and showed that these constructs have a positive relationship.…”

Adoption of M-Learning in Business English Course and Its Relationship to Learning Style Preferences: An Empirical Investigation

“…The concept of problem-solving gets the skills needed to collect and implement the information that was found on the internet ( Lin et al, 2021 ). Within M-learning inquiry learning students come across different kinds of problems that can be solved from information over the internet ( Tan et al, 2022 ). The students with an inquiry learning style can develop problem-solving skills because such students engage in data collection from various sources to find the most appropriate and accurate solution to the problem ( Sejati et al, 2021 ).…”

CDIO‐CT collaborative strategy for solving complex STEM problems in system modeling and simulation: An illustration of solving the period of mathematical pendulum

“…• The CDIO approach and CT are discussed separately, thus their relation and interactions are ignored. For example, Sanford and Naidu [33] considered the relation of mathematical modeling and CT; Qian and Choi [28] studied the process of developing abstraction in CT; Tan et al [37] discussed the balancing disciplinary knowledge and practical reasoning in problem solving; Nadelson et al [25] exhibited the STEM spectrum in K12 education. Juškevičienė et al [13] presented the design process of the strategy for CT abilities development in basic school.…”

“…The CT integrates three kinds of thinking methods into a novel method, which includes the general mathematical thinking method used for problem solving, the general engineering thinking method for the design and evaluation of huge and complex systems in the real world, and the general scientific thinking method for understanding complexity, intelligence, psychology, and human behavior.Although STEM education, the CDIO approach, and the CT are hot topics and there are quite a number of contributions dealing with them in recent decades, there are still some deficiencies: The CDIO approach and CT are discussed separately, thus their relation and interactions are ignored. For example, Sanford and Naidu [33] considered the relation of mathematical modeling and CT; Qian and Choi [28] studied the process of developing abstraction in CT; Tan et al [37] discussed the balancing disciplinary knowledge and practical reasoning in problem solving; Nadelson et al [25] exhibited the STEM spectrum in K12 education. Juškevičienė et al [13] presented the design process of the strategy for CT abilities development in basic school.…”