A Meta-Synthesis of Primary and Secondary Student Design Cognition Research

Autor/inn/en	Strimel, Greg J.; Kim, Eunhye; Grubbs, Michael E.; Huffman, Tanner J.
Titel	A Meta-Synthesis of Primary and Secondary Student Design Cognition Research
Quelle	In: International Journal of Technology and Design Education, 30 (2020) 2, S.243-274 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strimel, Greg J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-019-09505-9
Schlagwörter	Meta Analysis; Elementary School Students; Secondary School Students; Cognitive Processes; Student Interests; Protocol Analysis; Design; Coding; Task Analysis; Teaching Methods; Thinking Skills; Research Reports + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Sekundarschüler; Cognitive process; Kognitiver Prozess; Studieninteresse; Codierung; Programmierung; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Research report; Forschungsbericht
Abstract	Design within primary and secondary schools has been increasingly emphasized over the past decade. As a response to this increased interest, qualitative research examining students' cognitive processes involved in the practices of design has been on the rise. These studies have commonly employed the concurrent think-aloud research methodology to examine and describe an individual's or group's thought processes while engaged in a design task. However, the variety of coding schemes used to code and describe the collected think-aloud data has limited the synthesis of findings across design cognition studies, which can be a concern as the synthesis of qualitative studies can potentially lead to the development of more formal and possibly more generalizable theories (Glaser and Strauss in Status passage, Aldine, Chicago, 1971). Nevertheless, a study conducted by Grubbs, Strimel, and Kim (2018) examined the different coding schemes used in analyzing the design cognition of primary and secondary students that were published between 1995 and 2016. Their investigation led to the identification of three distinct themes for the foundation and intent of the various design cognition coding schemes and provided a basis for a more informed meta-synthesis of design cognition research. Therefore, this study examined the design cognition studies identified by Grubbs et al. (2018) and synthesized both the findings and discussions of each, according to the three coding scheme themes. The results of this investigation can provide deeper insights into primary and secondary students' design thinking and can help inform design pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01