Examining the Development of Middle School Science Teachers’ Understanding of Engineering Design Process

Mesutoğlu, Canan; Baran, Evrim

doi:10.1007/s10763-019-10041-0

Cited by 17 publications

(23 citation statements)

References 46 publications

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“…At the core of the engineering design activities is iteration and transfer [6,9,24], which form the basis and manifestation of the complete engineering design process [24]. Therefore, we used lag behavior sequence analysis to investigate the engineering design behavior sequences of the students, and found that although the distributions of students' engineering behaviors were similar, the sequential engineering behaviors among the three different student groups were quite different.…”

Section: Discussionmentioning

confidence: 99%

“…However, students often ignore the importance of iterations (i.e., repeating the same deign behavior continuously) and transfers (i.e., sequential design behaviors from one to the other), skipping design processes such as re-design, feasibility and communication. Therefore, students' concepts of these processes are vague [6]. Some of the usual problems involved in design include the challenging, poorly structured, complex and difficult to define requirements [7], and users may have different perceptions and attitudes toward the same design issue.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Multidisciplinary Participatory Design Method on Students’ Engineering Design Process

Chien¹,

Yao²,

Chao³

2020

Eng

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This study took the ergonomics design course as an example to propose a design teaching model of multidisciplinary participatory design (MPD), and investigated the effects of this teaching model on the engineering design behavior of college students. We used lag behavior sequential analysis to compare the design behaviors of three student groups: a participatory design (PD) experimental group, an MPD experimental group, and a control group. The results of the study show that (1) students in the PD experimental group had 13 significant sequential engineering design behaviors, students in the MPD experimental group had 10, and students in the control group had only seven. The engineering design behaviors of the experimental groups were more diversified than those of the control group. (2) The three groups of students had a small number of significant design behavior transfers in the engineering design process, indicating that the students’ sequential design behaviors between two different design activities were insufficient. We concluded by detailing the pros and cons of using the MPD teaching model based on the results of this study, and hopefully by providing a reference for teaching engineering design.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Multidisciplinary Participatory Design Method on Students’ Engineering Design Process

Chien¹,

Yao²,

Chao³

2020

Eng

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“…Several previous studies investigated that the cognitive benefits of the implementation of the engineering design process were that it improved students' content knowledge/students' achievement (Aydin-Gunbatar, Tarkin-Celikkiran, Kutucu, & Ekiz-Kiran, 2018;Chao et al, 2017;Dankenbring & Capobianco, 2016;Guzey, Ring-Whalen, Harwell, & Peralta, 2017;Marulcu & Barnett, 2013;Park, Park, & Bates, 2016). Mesutoglu and Baran (2020) also claimed that the engineering design process improved science teachers' understanding. When it comes to procedural benefits (skills benefits), some researches stated that the engineering design process improved students' problem-solving skills (English, Hudson, & Dawes, 2013;Syukri, Halim, Mohtar, & Soewarno, 2018), students' ability in designing a project (Xie, 2018) as well as sophisticated discourse (McFadden & Roehrig, 2018;Wendell, Wright, & Paugh, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…With the use of the qualitative research approach, some studies intend to analyze: the application of the engineering design process as well as its influence on students' understanding (Park, Park, & Bates, 2016;Schnittka, 2012), on teachers' understandings (Mesutoglu, & Baran, 2020), on reflective decisionmaking (Wendell, Wright, & Paugh, 2017), on students' views of design (Lie, Aranda, Guzey, & Moore, 2019), the classroom discourse (McFadden & Roehrig, 2018), and on problem-solving skills (English, Hudson, & Dawes, 2013). Some researches also examine the influence of the engineering design process on the generation of ideas and design thinking (English, Hudson, & Dawes, 2012), on the subject matter and pedagogical content knowledge (Hynes, 2012), as well as on mindful planning and students' modeling practices (Bamberger & Cahill, 2013).…”

Section: Introductionmentioning

confidence: 99%

Synthesizing Results from Empirical Research on Engineering Design Process in Science Education: A Systematic Literature Review

Winarno

Rusdiana

Samsudin

et al. 2020

EURASIA J Math Sci Tech Ed

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We reviewed 48 articles related to the engineering design process in science education published from 2010 to 2020. There are several previous literature review studies that analyzed the engineering design process in science education. However, we have not found any that investigates projects, discussed topics, as well as the benefits of the implementation of the engineering design process in science education. The research method used was a systematic literature review. This study analyzed the characteristics of the content based on year of publication, type of publications, countries that implement it, research approach, educational stage, and science content. The findings show that the projects used in the implementation of the engineering design processes in science education varied according to the discussed topics. The benefits of the implementation of the engineering design process in science education include cognitive benefits, procedural (skills) benefits, attitudinal benefits, and a combination of the three benefits.

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“…This is sensible since according to Winarno et al (2020) the implementation of the design process is still very limited at the university level, especially in subjects related to the Technology Education. To mitigate the direct impact of this understanding in furthering the study, literature was sought from studies which were conducted with teachers in schools though not limited to (Maclean et al 1991;Mose Biskjaer et al 2017;Cardella et al 2014;Mesutoglu & Baran , 2020;Lin et al 2021;O'Brien et al 2016;Paganelli et al 2016;Hynes et al 2017;Smith et al 2020). As a result, the implication from this study is to be seen as an immense contribution to literature.…”

Section: Introductionmentioning

confidence: 99%

Exploring e-tutors teaching of the design process as content knowledge in an Open and Distance e-Learning environment

Sedio

2021

Journal for the Education of Gifted Young Scientists

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Purpose: It is argued that Open and Distance eLearning (ODeL) institutions are expected to provide student support by focusing on critical aspects of content knowledge. Technology is a critical factor in student support through e-tutoring. The main question is ‘How are the varied procedural steps of the design process taught in the targeted ODeL institution”? It is assumed that ODeL institutions have competent e-tutors when supporting students through the teaching of content knowledge of the design process. Sample: The focus was on the postgraduate students who registered for two modules for a programme (n=250) in 2020. Method: The South African Ministry of Education for Curriculum and Assessment Policy Statement (CAPS) was used to investigate, design, make, evaluate, and communicate. A quantitative approach with an online survey was used in exploring the perceptions of students about e-tutors’ content knowledge. Data analysis: It was done numerically and thematically. Results: The procedural steps vary depending on the different ministries of education worldwide. E-tutors seem to lack content knowledge to teach at a distance learning mode. The teaching of the design process to student teachers requires insights into the procedural steps of the design process curriculum. Suggestions: E-tutors should be provided with training in the design steps.

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Examining the Development of Middle School Science Teachers’ Understanding of Engineering Design Process

Cited by 17 publications

References 46 publications

Effects of Multidisciplinary Participatory Design Method on Students’ Engineering Design Process

Effects of Multidisciplinary Participatory Design Method on Students’ Engineering Design Process

Synthesizing Results from Empirical Research on Engineering Design Process in Science Education: A Systematic Literature Review

Exploring e-tutors teaching of the design process as content knowledge in an Open and Distance e-Learning environment

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