Design-based research to broaden participation in pre-college engineering: research and practice of an interest-based engineering challenges framework

Hira, Avneet; Hynes, Morgan M.

doi:10.1080/03043797.2017.1405243

Cited by 9 publications

(30 citation statements)

References 24 publications

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“…This study was carried out with the design research method shown in Fig. 1, including the four stages of "preparation", "implementation", "evaluation", and "popularization" (Brown 1992;Hira and Hynes 2019). The process between the "preparation" and "implementation" stages could be repeated.…”

Section: Research Processmentioning

confidence: 99%

Using an iSTEAM project-based learning model for technology senior high school students: Design, development, and evaluation

Chung

Shu-lan

Cheng

et al. 2020

Int J Technol Des Educ

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The purposes of this study were to integrate imagination and STEAM education to construct a special topic course on wearable devices for pets for technology senior high school students studying electronic science; to explore the impacts of the learning process on students’ imagination, STEAM competences and satisfaction with learning effectiveness; and to investigate the integration of imagination into STEAM education. This study adopted the design research method and took 40 students in the third year of a special topic course in electronic science at a technology senior high school as the research subjects. The students were randomly divided into 8 groups, and teaching activities were carried out for 18 weeks. This study used questionnaire and documentary analysis methods to carry out peer evaluation, pretests, posttests and student self-report surveys to collect qualitative and quantitative data for statistical analysis and cross-validation. In this study, a new integration model of imagination and STEAM is proposed. The design research method was employed to plan the iSTEAM course and design special topic activities about real-life issues so that the degree of integration of imagination into the STEAM special topic course and the quality of the students’ work were moderately positively correlated and highly positively correlated, respectively, with students’ application of their learning from various aspects of iSTEAM, which can significantly enhance their imagination, STEAM competences, and satisfaction with their learning effectiveness. The iSTEAM teaching model can help engineering educators develop and evaluate iSTEAM courses and learning activities and provides new contributions to and research directions for STEAM education.

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Section: Research Processmentioning

confidence: 99%

Using an iSTEAM project-based learning model for technology senior high school students: Design, development, and evaluation

Chung

Shu-lan

Cheng

et al. 2020

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…Professional skill development was mainly supported through development of curricular and pedagogical interventions; improving interest, perceptions, and participation in engineering was mainly supported through development of frameworks and in-person experiences. One of these studies (Hira & Hynes, 2019) explicitly named broadening participation in engineering as the purpose of the study. Three studies (Bower, 2011;Huang et al, 2006;Newstetter, 2005) engaged with graduate engineering student participants.…”

Section: What Types Of Interventions Have Been Designed?mentioning

confidence: 99%

“…Specifically, we noted a variety of theories that were used to conjecture about design innovations. These theories include Variation Learning Theory (Bernhard, 2010); Inquiry-Oriented Instruction, Socially Relevant Design, and Collaborative Learning (Blanchard et al, 2015); Multimedia Design Principles and Social Constructivism (Bower, 2011); Experiential Learning (Dewey) and Constructionism (Papert) (Charlton & Avramides, 2016;Hira & Hynes, 2019); Cognitive Constructivism (Piaget) (Charlton & Avramides, 2016); Diffusion of Innovation Theory (Friedrichsen et al, 2017); Ethics of Care (Gomez & Svihla, 2019); Organismic Integration Theory (Guloy et al, 2017); Community of Practice (Lave and Wenger) (Huang et al, 2006); Transactional Distance (Joo et al, 2014); Observational Learning Theory (Kong et al, 2009); Conformity and Expertise Theories (Liu & Yu, 2019); Cognitive Apprenticeship Model (Newstetter, 2005); and Work-Integrated Learning Models (Todd et al, 2011).…”

Section: What Form Do the Findings Take?mentioning

confidence: 99%

“…These descriptions are likely to include the identification of mediating processes. Furthermore, other studies (i.e., Dasgupta Gomez & Svihla, 2019;Hira & Hynes, 2019;Newstetter, 2005;Tang, 2013) provided such rich and detailed tracings of participants' actions with the intervention that mediating processes could potentially be interpreted from these data. Design and Theoretical Findings.…”

Section: What Form Do the Findings Take?mentioning

confidence: 99%

“…Design Findings Theoretical Findings Hira and Hynes (2019) Guiding principles for engineering design challenges (being human-centered, having broad themes, and involve the making of things) are realized by including authentic clients, students choosing their own themes of interest, and providing access to tools and materials Provides evidence that guiding principles for engineering design challenges can provide more engaging engineering activities. Huang et al (2006) Guidelines for designing a computer science courses based on an Open Source Software Development framework…”

Section: Author (Year)mentioning

confidence: 99%

See 2 more Smart Citations

A Narrative Review of Design-Based Research in Engineering Education: Opportunities and Challenges

Minichiello

Caldwell

2021

Studies in Engineering Education

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Background: Active engagement across a range of methodological frameworks is one hallmark of thriving scholarly disciplines. Design-based research is one newer approach to education research that holds promise for developing effective interventions that are iteratively theorized, designed, and tested within local engineering education contexts. Purpose: To promote engagement with diverse research frameworks, the purpose of this narrative literature review was to identify, describe, and critically examine emerging use of design-based research in engineering education. We addressed research questions focused on characterizing the use of design-based research in engineering education in terms of the a) problems studied, b) interventions designed, c) participant populations and learning contexts, d) research methods employed, e) form(s) of the research findings, and f) limitations of the literature. Furthermore, this work identified current opportunities and challenges of design-based research for the field of engineering education through analysis of review findings in light of the authors' experiences conducting design-based research in engineering education. Scope/Method: Using established review procedures that included specified database search terms and inclusion criteria, we identified 24 empirical design-based research studies in engineering education. We used qualitative content analysis to code study characteristics including nationality, participant population, research methods, and learning context. We then synthesized and critiqued findings across studies. Conclusions: In synthesizing key aspects of empirical design-based research studies in engineering education, this review provides insights into the ways design-based research is being implemented to advance engineering education imperatives and provides a foundation for expanding and strengthening use of design-based research in future work in engineering education. Opportunities of design-based research for engineering education include developing local improvements to the field's most persistent and vexing issues (i.e., "wicked" problems) and realizing the full potential of technology for 21st century engineering education. Challenges include developing interdisciplinary teams, the need for expertise across multiple research approaches and methods, funding emergent DBR projects, and disseminating DBR results across the project lifespan.

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Design Science in Engineering Education Research

Naukkarinen

Talikka

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Design-based research to broaden participation in pre-college engineering: research and practice of an interest-based engineering challenges framework

Cited by 9 publications

References 24 publications

Using an iSTEAM project-based learning model for technology senior high school students: Design, development, and evaluation

Using an iSTEAM project-based learning model for technology senior high school students: Design, development, and evaluation

A Narrative Review of Design-Based Research in Engineering Education: Opportunities and Challenges

Design Science in Engineering Education Research

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