Productive thinking in middle school science students’ design conversations in a design-based engineering challenge

Aranda, Maurina L.; Lie, Richard; Guzey, S. Selcen

doi:10.1007/s10798-019-09498-5

Cited by 23 publications

(11 citation statements)

References 21 publications

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“…Reviews of previous studies mainly focused on science and mathematics rather than on interdisciplinary STEM teaching and learning ( Bell, 2016 ; English, 2016 ; Kelley and Knowles, 2016 ). Engineering design and its application using technology to solve real-world problems are increasingly emphasized and employed (e.g., Capobianco et al, 2018 ; Park et al, 2018 ; Aranda et al, 2020 ), teachers need to acquire engineering knowledge and convert it into a pedagogical design represented in the form of integrated STEM projects. There is a well-documented need for teacher professional development for STEM education ( Margot and Kettler, 2019 ; Ryu et al, 2019 ; Roehrig et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Particularly, the use of engineering design in STEM instructional strategies has become the main approach to implementing iSTEM curricula ( Capobianco et al, 2018 ; Chai, 2019 ; Lee et al, 2019 ). Many studies have also confirmed that engineering design entails complex problem-solving processes that require students to use and integrate scientific, mathematical, engineering, and technological knowledge to design the process or product ( Fan and Yu, 2017 ; Park et al, 2018 ; Aranda et al, 2020 ). Technologies are not only communication tools that support students’ participation in learning ( de Jong, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

Lin

Chai

et al. 2022

Front. Psychol.

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Engineering design is a core activity in integrated science, technology, engineering, and mathematics (STEM) education. During the design process, teachers should possess interdisciplinary communication capacities to collaborate with their peers who are teaching different subjects and have epistemic fluency to comprehend multiple ways of subject matter knowing for the collective design of high-quality integrated STEM (iSTEM) lessons. This is especially so for the online mode of instruction during and after the pandemic. Teachers’ efficacies for interdisciplinary communication and epistemic fluency have rarely been explored. In this study, we aimed to examine primary school, junior high school, and high school STEM teachers’ (N = 483) efficacies for daily instruction, student engagement, interdisciplinary communication, epistemic fluency, and technological pedagogical engineering knowledge (TPEK) and designing integrated STEM instruction. An exploratory factor analysis (EFA) (n = 155) and a subsequent confirmatory factor analysis (CFA) (n = 328) were used to validate the measurement and structural model. Next, a structural equation model (SEM) was employed to examine whether these variables were reliable predictors of teachers’ integrated STEM instruction. The survey was validated with good reliabilities and the structural equation modeling supported most of the hypotheses. Statistically, the results also showed that teachers’ general efficacies for daily teaching and students’ engagement predicted their interdisciplinary communication, epistemic fluency, and TPEK. Teachers’ interdisciplinary communication predicted their epistemic fluency, TPEK, and iSTEM. Teachers’ epistemic fluency also predicted their TPEK and iSTEM. In addition, multi-group analyses were used to test the measurement invariance of the scale and to compare the latent means between the genders and subject matters. The results of the various analyses confirmed that the measurement model appeared to be equivalent across the genders and subject matters examined. Genders and subject matters did not significantly differ in any of the measured variables. The results from this study indicate that teachers’ epistemic fluency and interdisciplinary communication play essential roles in advancing their TPEK and iSTEM. Hence, this study suggests that teacher professional development should focus on enhancing teacher epistemic fluency through interdisciplinary collaboration to support the development of TPEK and iSTEM instruction.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

Lin

Chai

et al. 2022

Front. Psychol.

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“…The aim of STEM education is to train scientifically strong and qualified people who can survive in global competition, and to ensure that learning takes place within the disciplines of Science, Technology, Engineering and Mathematics (Aydın, Saka & Guzey, 2017; National Academy of Engineering [NAE] and National Research Council [NRC], 2009). The knowledge is aimed to be gained holistically with the integration of these disciplines (Aranda, Lie & Guzey, 2020). Interdisciplinary interaction is a situation where multiple disciplines are dealt with together under a single theme in the direction of a common problem (Webb, 2013).…”

Section: Science Education and Stemmentioning

confidence: 99%

Impact of Stem Integrated Argumentation-Based Inquiry Applications on Students ' Academic Success, Reflective Thinking and Creative Thinking Skills

Hasançebi

Güner

Kutru

et al. 2021

Participatory Educational Research

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The purpose of the study is to determine the effect of argumentationbased inquiry approach (ABI) and STEM-supported ABI approach on students' academic achievement, scientific creativity and reflective thinking skills for problem solving, and to determine students' views about the process. Explanatory sequential design, one of the mixed research methods, was used in the study. A total of 41students (N=20 boys, n=21 girls) studying in the seventh grade of a secondary school in north-east Turkey constitute the study group. In the study, the two classes that the same teacher attended was randomly determined where one was an ABI group (N=21) and the other a STEM-supported ABI group (N=20). The groups worked with the same teacher throughout the study. In the quantitative dimension of the study, Academic Achievement Test, Reflective Thinking Scale for Problem Solving, and Scientific Creativity Scale was used, while semi-structured interview form was used in the qualitative dimension. Independent Groups T Test and ANCOVA were applied in the analysis of quantitative data. Content analysis was performed in the analysis of qualitative data. In the research, it was concluded that students' reflective thinking skills for problem solving, scientific creativity and academic success are more developed in applications made by integrating STEM into the ABI approach.

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“…Altan and Tan (2020) revealed middle-school learners' creative ideas were influenced by several factors, including exposure to other students' ideas, prior knowledge of the design-based learning process, and creating prototypes of their ideas. Aranda et al (2020) suggested working in design teams requires creative thinking to harmoniously balance several design components, such as design limitations, requirements, individual experiences, and content knowledge.…”

Section: University-based Enrichment Programs For Gifted Learnersmentioning

confidence: 99%

Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity

Ghahremani

Pereira

Desmet

et al. 2021

Journal of Advanced Academics

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In this study, we examined students’ experiences regarding precollege engineering curricula, classroom environments, and their experiences with the creative process in two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to interview data from 16 participants, an Input–Process–Outcome Model of Collaborative Creativity (IPOCC model) was developed. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. The IPOCC model suggests that in K–12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offers insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. The findings of this study indicated that a combination of challenging tasks, open-ended problems, and student teamwork provides a rich environment for learners’ engagement to think creatively.

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Productive thinking in middle school science students’ design conversations in a design-based engineering challenge

Cited by 23 publications

References 21 publications

Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

Impact of Stem Integrated Argumentation-Based Inquiry Applications on Students ' Academic Success, Reflective Thinking and Creative Thinking Skills

Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity

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