Examining design cognition coding schemes for P-12 engineering/technology education

Grubbs, Michael E.; Strimel, Greg J.; Kim, Eunhye

doi:10.1007/s10798-017-9427-y

Cited by 14 publications

(7 citation statements)

References 26 publications

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“…There are also studies that employ specific, or more established, coding schemes for sets of intellectual and cognitive processes. A detailed analysis of these is given Grubbs et al (2018), although the extent to which a particular process remains discrete or could form a sub-process of another remains problematic. In DeLuca's (1991) break down for example, to what extent are research and investigation part of design and does this depend on the scale at which we conceptualise different processes?…”

Section: Intellectual and Cognitive Process Dimensionmentioning

confidence: 99%

Technological problem solving: an investigation of differences associated with levels of task success

Morrison-Love

2021

Int J Technol Des Educ

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Research into technological problem solving has shown it to exist in a range of forms and draw upon different processes and knowledge types. This paper adds to this understanding by identifying procedural and epistemic differences in relation to task performance for pupils solving a well-defined technological problem. The study is theoretically grounded in a transformative epistemology of technology education. 50 pupils in small groups worked through a cantilever problem, the most and least successful solutions to which were identified using a Delphi technique. Time-interval photography, verbal interactions, observations and supplementary data formed a composite representation of activity which was analysed with successively less contrasting groups to isolate sustained differences. Analyses revealed key differences in three areas. First, more successful groups used better and more proactive process-management strategies including use of planning, role and task allocation with lower levels of group tension. Second, they made greater use of reflection in which knowledge associated with the technological solution was explicitly verblised. This was defined as ‘analytical reflection’ and reveals aspects of pupils’ qualitative technical knowledge. Third, higher-performing groups exhibited greater levels of tacit-procedural knowledge within their solutions. There was also evidence that less successful groups were less affected by competition and not as comprehensive in translating prior conceptual learning into their tangible technological solutions. Overall findings suggest that proactive management, and making contextual and technical connections, are important for pupils solving well-defined technological problems. This understanding can be used to support classroom pedagogies that help pupils learn to problem solve more effectively.

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Section: Intellectual and Cognitive Process Dimensionmentioning

confidence: 99%

Technological problem solving: an investigation of differences associated with levels of task success

Morrison-Love

2021

Int J Technol Des Educ

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“…Common Problem-Based-Learning (PBL) activities in STEM classrooms today reflect the cognitive thought processes of engineers and are referred to as Engineering Design Challenges (Grubbs et al, 2018;Alemdar et al, 2018). Design challenge integrated learning experiences are now the preferred method of teaching STEM as these problem-solving practices are critical features of engineering education (Bartholomew et al, 2018).…”

Section: The "E" In Stemmentioning

confidence: 99%

Academic Collaborative Efforts to Promote STEM Equity in High Needs Schools

DeJarnette¹,

Deeb²,

Pallis³

2021

ESHS

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America is at risk of facing a shortage of workers in STEM fields in the near future because lack of interest by its youth. It is well known that providing early exposure for P-12 students to engaging science, technology, engineering, and math (STEM) experiences can lead to lifelong learning and positively impact future career decisions. This manuscript describes one university’s collective efforts to bring equity to STEM education for an urban high needs school district in the northeastern part of the United States through various STEM initiatives over a five-year period. Through multiple projects and initiatives targeting both P-12 students and their teachers, descriptive results revealed a positive impact while pinpointing areas that still require attention. P-12 students indicated an increase in STEM knowledge and an increased interest in STEM careers following exposure to various STEM lessons and interactive experiences. P-12 teachers specified that Professional Development (PD) they received from university faculty as well as engaging in STEM experiences with their students enhanced their confidence in their ability to incorporate STEM lessons within their classrooms. An urban partner administrator viewed these various STEM initiatives as vital in their quest to bring equity for STEM education to their diverse student population.

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“…Hence, cultivating students design abilities can be highly beneficial for STEM learning concepts and develop higher order thinking. (Grubbs, Strimel, & Kim, 2018) pointed out the importance of method of teaching and scaffolding techniques by teachers by identifying student design strategies, cognitive effort and ability to apply STEM concepts to achieve meaningful learning.…”

Section: Engineering Design Learning In Stemmentioning

confidence: 99%

Sketching Engineering Design in STEM Classroom: A Systematic Review

Zainuddin¹,

Iksan²

2019

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Numerous studies in the last two decades have attempted to explain the significant relationship between effects of freehand sketching especially in the initial phase of idea generation in engineering design process approach. However, freehand sketches are not favoured by novice designer while generating design task. This paper aim to map how sketching skills benefit STEMenriched learning environment and enabling visually communicated ideas to craft novelty solutions. This systematic review analysed nine papers that use sketch as design tool in STEM enriched engineering design activities. The literature is retrieved from established online database such as SCOPUS and EBSCOHOST. Sketch significantly proves as powerful tool in prompting visual ideas, reflect prior knowledge, aid communication and collaborative practise and engage active learning. The infancy of research using matured student sample, different ethnic and social economic background will create interesting research opportunities in multiracial nation.

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Examining design cognition coding schemes for P-12 engineering/technology education

Cited by 14 publications

References 26 publications

Technological problem solving: an investigation of differences associated with levels of task success

Technological problem solving: an investigation of differences associated with levels of task success

Academic Collaborative Efforts to Promote STEM Equity in High Needs Schools

Sketching Engineering Design in STEM Classroom: A Systematic Review

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