The Relationship between Design Reflectivity and Conceptions of Informed Design among High School Students

Autor/inn/en	Goldstein, Molly H.; Purzer, Senay; Adams, Robin S.; Chao, Jie; Xie, Charles
Titel	The Relationship between Design Reflectivity and Conceptions of Informed Design among High School Students
Quelle	In: European Journal of Engineering Education, 44 (2019) 1-2, S.123-136 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goldstein, Molly H.) ORCID (Adams, Robin S.) ORCID (Chao, Jie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1498458
Schlagwörter	High School Students; Reflection; Design; Engineering; Concept Formation; Grade 9; Physical Sciences; Computer Assisted Instruction; Energy Conservation; Program Effectiveness + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Maschinenbau; Concept learning; Begriffsbildung; School year 09; 9. Schuljahr; Schuljahr 09; Natural sciences; Naturwissenschaften; Naturwissenschaft; Computer based training; Computerunterstützter Unterricht; Energieerhaltung; Energiespeicherung
Abstract	Although reflection is a key behaviour of expert designers, it is often a challenging task for new designers. In addition, research on the reflectivity of student designers is limited. The purpose of this study is twofold: (1) to identify the levels of reflectivity while designing, and (2) to study the relationship between reflectivity and conceptions of informed design. We collected data from high school students engaged in an engineering design project. We developed a coding protocol to score levels of reflectivity in student reflections at three levels (low, medium, and high), and used the "conceptions of design test" to assess changes in student understanding of design activities. Using Wilcoxon signed-rank tests, we determined if students tended to select more 'key' design activities and fewer 'distractors' within each reflection group. We also performed McNemar's tests to determine which specific design activities were important within each reflection group after the design project. The results show moderately reflective students had higher gains in understanding of informed design activities compared to those with high or low reflectivity. Results also indicate that different design activities became important for students within each of the three reflective groups. Implications from this research indicate that groups of students experience changing conceptions of design in different ways. An understanding of what students deem important while designing would better allow teachers to encourage behaviours that are like those of informed designers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01