The Development of Relational Reasoning in Primary and Secondary School Students: A Longitudinal Investigation in Technology Education

Autor/inn/en	Jablansky, Sophie; Alexander, Patricia A.; Dumas, Denis; Compton, Vicki
Titel	The Development of Relational Reasoning in Primary and Secondary School Students: A Longitudinal Investigation in Technology Education
Quelle	In: International Journal of Technology and Design Education, 30 (2020) 5, S.973-993 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jablansky, Sophie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-019-09529-1
Schlagwörter	Elementary School Students; Secondary School Students; STEM Education; Abstract Reasoning; Logical Thinking; Association (Psychology); Technological Literacy + Suchen Sie Ihr Suchwort? Sekundarschüler; STEM; Abstraktes Denken; Denken; Assoziation; Technisches Wissen
Abstract	For several decades, there has been a push to advance students' knowledge and abilities in science, technology, engineering, and mathematics (STEM). One capacity that has been linked positively to STEM achievement is relational reasoning, which involves identifying associations between objects, ideas, and situations. Yet, few studies have examined relational reasoning and its component forms (i.e., analogy, anomaly, antinomy, antithesis) within the domain of technology or how these abilities might change over time. The present study explored the development of primary and secondary school students' relational reasoning over a period of 2 years as they interacted with technological objects. Participants (n = 59) were a subset of a nationally representative random sample between 5 and 18 years old. Students met with a researcher to discuss the form and function of a familiar and unfamiliar technological object at two time points. Results demonstrated that students of all ages used relational reasoning to identify associations between objects' functionality and form, but that the types and amounts of relational reasoning varied by grade group, time, and object familiarity. This study has implications for researchers and practitioners interested in the development of relational reasoning and technological literacy, and suggests possible ways of enhancing both. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01