Bridging the Design-Science Gap with Tools: Science Learning and Design Behaviors in a Simulated Environment for Engineering Design

Autor/inn/en	Chao, Jie; Xie, Charles; Nourian, Saeid; Chen, Guanhua; Bailey, Siobhan; Goldstein, Molly H.; Purzer, Senay; Adams, Robin S.; Tutwiler, M. Shane
Titel	Bridging the Design-Science Gap with Tools: Science Learning and Design Behaviors in a Simulated Environment for Engineering Design
Quelle	In: Journal of Research in Science Teaching, 54 (2017) 8, S.1049-1096 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chao, Jie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21398
Schlagwörter	Science Instruction; Engineering Education; Integrated Activities; Design; Secondary School Students; Secondary School Science; Grade 9; Simulated Environment; Energy Conservation; Knowledge Level; Achievement Gains + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ingenieurausbildung; Integrierender Unterricht; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Künstliche Umwelt; Energieerhaltung; Energiespeicherung; Wissensbasis; Achievement gain; Leistungssteigerung
Abstract	Many pedagogical innovations aim to integrate engineering design and science learning. However, students frequently show little attempt or have difficulties in connecting their design projects with the underlying science. Drawing upon the Cultural-Historical Activity Theory, we argue that the design tools available in a learning environment implicitly shape knowledge development as they mediate students' design actions. To explore the roles of tools in design-science integrated learning environments, this study investigated how secondary students' tool-mediated design actions were linked with their science learning in a tool-rich design environment with minimal explicit guidance. Eighty-three ninth-grade students completed an energy-efficient home design challenge in a simulated environment for engineering design supported by rich design tools. Results showed that students substantially improved their knowledge as a result of designing with the tools. Further, their learning gains were positively associated with three types of design actions--representation, analysis, and reflection--measured by the cumulative counts of relevant computer logs. In addition, these design actions were linked with learning gains in ways that were consistent with their theoretical impacts on knowledge development. These findings suggest that, instead of being passive components in a learning environment, tools considerably shape design processes, and learning paths. As such, tools offer possibilities to help bridge the design-science gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01