Characterizing Design Cognition of High School Students: Initial Analyses Comparing those With and Without Pre-Engineering Experiences

Wells, John G.; Lammi, Matthew D.; Gero, John S.; Grubbs, Michael E.; Paretti, Marie C.; Williams, Christopher B.

doi:10.21061/jte.v27i2.a.5

Cited by 10 publications

(18 citation statements)

References 15 publications

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“…Kelley found that both groups of students used similar strategies but spent varying time developing solutions. The study published by Wells et al (2016) also used verbal protocol analysis to compare the design cognition of high school students who have had a pre-engineering course experience, high school students who have not, and undergraduate engineering students as part of a larger longitudinal study; they found no significant differences in the design cognition of these different groups.…”

Section: Research Question 3: Impact Of Engineering Design On Studentsmentioning

confidence: 99%

Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students

Daugherty¹,

Dixon²,

Merrill³

2019

JTE

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Within the technology education classroom, engineering design has been targeted as key to improving learning, enhancing interest in STEM careers, and positively impacting students. The purpose of this research review was to determine whether the research evidence bears these claims. Four scholarly journals that focus on technology and engineering education research were reviewed resulting in the identification of 25 empirical research studies from the past decade. Across all of the studies, data had been collected from a total of 6,397 technology and engineering education students to analyze: (a) how students design, (b) student learning outcomes, and (c) student interests and perceptions. Just over half of the studies used qualitative methods to explore how small samples of students engage in engineering design. Although the overall research evidence of the impact of engineering design on technology and engineering students is sparse, there are some important descriptive findings relating to how engineering design can impact student learning and how students allocate their time and access information while designing.

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Section: Research Question 3: Impact Of Engineering Design On Studentsmentioning

confidence: 99%

Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students

Daugherty¹,

Dixon²,

Merrill³

2019

JTE

View full text Add to dashboard Cite

show abstract

“…When design issues in general are brought home to the specificity of their application in Technology education, it becomes clear that there are few studies that have empirically investigated the cognitive nature of Technology learners' design processes at both theoretical and empirical levels (Strimel & Grubbs, 2017;Wells et al, 2016). Recent findings in the literature focusing on the early phases reveal that the behaviours of Technology learners often differ from those of experts in key areas such as problem structuring, depth and breadth of the information sought, and time spent during individual cognitive phases (Atman et al, 2007;Kelley, Capobianco, & Kaluf, 2015;Mohedas, Daly, & Sienko, 2015).…”

Section: Designing As Problem Solvingmentioning

confidence: 99%

“…Although some scholars are able to identify the cognitive phases involved during Technology learners' design processes (Kelley et al, 2015;Wells et al, 2016), they do not elaborate on the information sources that learners use during these cognitive phases. Gonçalves et al (2016) suggests that the use of information sources during design activities supports the transition between problem structuring and problem solving.…”

Section: Information Access and Usementioning

confidence: 99%

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

Blom

Haupt

Fraser

2018

EURASIA J MATH SCI T

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Facilitating the design process in low-resource Technology classrooms has become increasingly challenging in the 21st century. This research focuses on the types of information sources used during learners' design processes. We examine the information sources that nine South African Grade 9 learners from a low-resource school used while they were engaged in a mechanical systems and control design task. They worked in groups of three to design a machine to lift logs from the ground onto a truck. We utilised a Think Aloud Protocol Study to collect concurrent verbal, visual and temporal data. The results indicate that Grade 9 design teams were predominantly engaged in problem solving activities by using mostly external sources of information during the early phases of the design process. If designing is the backbone methodology of Technology education, attention should be given to the information sources that learners use during designing.

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“…However, developing the Lin et al / Using 3D Printing in STEM Learning Activities 2 / 13 engineering design process is not an easy task. When studying the engineering design process of senior high school students, many scholars discovered that the students' performances in several areas, including defining questions, gathering data, and modeling, had yet to improve, and thus deemed it worthwhile to further reflect on how to improve the students' performance in these respects (Atman, Adams, Cardella, Turns, Mosborg, & Saleem, 2007;Wells, Lammi, Gero, Grubbs, Paretti, & Williams, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Using 3D Printing Technology in STEM Project-Based Learning Activities

Lin

Hsiao²,

Chang³

et al. 2018

EURASIA J MATH SCI T

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Engineering design process has been recognized as one of the crucial parts of science, technology, engineering, and mathematics (STEM) education. However, when focusing on engineering design process, STEM education at the Kindergarten-12 level often neglects the role of modeling in engineering design process. The characteristic of rapid prototyping of 3D printing technology could be utilized in supporting modeling during engineering design process. This study aims to explore the effectiveness of application of 3D printing technology to STEM project-based learning activities in developing students' understanding regarding engineering design process, particularly their understanding of modeling. This study employed a quasi-experimental pretestposttest non-equivalent control group design. A series of knowledge structure analyses showed that in terms of knowledge structures for modeling in engineering design process, the experimental group explained better than the control group in terms of information processing strategies after the teaching experiment.

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Characterizing Design Cognition of High School Students: Initial Analyses Comparing those With and Without Pre-Engineering Experiences

Cited by 10 publications

References 15 publications

Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students

Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

The Effectiveness of Using 3D Printing Technology in STEM Project-Based Learning Activities

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