Students’ Views of Design in an Engineering Design-Based Science Curricular Unit
- 67 Downloads
Recent reforms in science education have supported the inclusion of engineering and their practices in K-12 curricula. To this end, many classrooms have incorporated engineering units that include design challenges. Design is an integral part of engineering and can help students think in creative and interdisciplinary ways. In this study, we examined students’ conceptions of design during and after participation in a design-based science curriculum unit. Our study was guided by the following research question: What are students’ views of design after participation in an engineering design-based science curriculum unit and how are these views reflected in their enactment throughout the unit? Using a qualitative approach, we examined students’ conversations throughout the enactment of the curriculum and interviews conducted after the completion of the unit. We found that students had complex and diverse views of design, and these views were reflected in their group discussions throughout the curriculum and design challenge. Students most frequently expressed design as learning and as a process of integration into a coherent whole. These aspects of design were also frequently observed in students’ conversations during the unit. Interestingly, we found evidence of students demonstrating several aspects of design throughout the curriculum that were not explicitly expressed during the student interviews. Taken together, these findings support the complex nature of design as seen at the middle school level.
KeywordsDesign Design-based science curriculum Engineering STEM
We would like to thank Murat Akarsu and Amanda Johnston for their help in the preparation of this manuscript.
- Authors (2018). International Journal of Science Education. Google Scholar
- Chao, J., Xie, C., Nourian, S., Chen, G., Bailey, S., Goldstein, M. H., Purzer, S., Adams, R. S., & Tutwiler, M. S. (2017). Bridging the design science gap with tools: Science learning and design behaviors in a simulated environment for engineering design. Journal of Research in Science Teaching, 54(8), 1049–1096.CrossRefGoogle Scholar
- Dorst, K. (2006). Understanding design. Amsterdam: Bis Publishers.Google Scholar
- Guzey, S. S. & Aranda, M. (2017). Student participation in engineering practices and discourse: An exploratory case study. Journal of Engineering Education, 106, 585–606.Google Scholar
- Guzey, S., Moore, T., & Harwell, M. (2014). Development of an instrument to measure students’attitudes toward STEM. School Science and Mathematics, 114(6), 271–279.Google Scholar
- Guzey, S. S., Ring-Whalen, E. A., Harwell, M. & Peralta, Y. (2017). Life STEM: A case study of life science learning through engineering design. International Journal of Science and Mathematics Education, 17(1), 23–42.Google Scholar
- Hynes, M. (2010). Middle-school teachers’ understanding and teaching of the engineering design process: A look at subject matter and pedagogical content knowledge. International Journal of Technology and Design Education, 21(3), 307–320.Google Scholar
- Kanter, D. E. (2010). Doing the project and learning the content: Designing project-based science curricula for meaningful understanding. Science Education, 94(3), 525–551.Google Scholar
- Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by DesignTM into practice. The Journal of the Learning Sciences, 12(4), 495–547.CrossRefGoogle Scholar
- Lachapelle, C. P., Oh, Y., Shams, M. F., Hertel, J. D.,& Cunningham, C. M. (2015). HLM modeling of pre/post-assessment results from a large-scale efficacy study of elementary engineering. ASEE Annual Conference, Seattle, WA. https://peer.asee.org/24185. Accessed 15 April 2018.
- Lawson, B., & Dorst, K. (2009). Design expertise. Oxford: Architectural Press.Google Scholar
- Moore, P. L., Atman, C. J., Bursic, K. M., Shuman, L. J., & Gottfried, B. S. (1995). Do freshmen design texts adequately define the engineering design process? In Proceedings of the 1995 Annual ASEE Conference. Google Scholar
- Mosborg, S., Adams, R., Kim, R., Atman, C. J., Turns, J., & Cardella, M. (2005). Conceptions of the engineering design process: An expert study of advanced practicing professionals. In Proceedings of ASEE Annual Conference & Exposition (pp. 1–27).Google Scholar
- National Research Council (2012). A framework for K-12 science education. Retrieved from www.nap.edu/catalog.php?record_id=13165. Accessed 15 April 2018.
- NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academic Press.Google Scholar
- Pauli, C., & Reusser, K. (2015). Discursive cultures of learning in (everyday) mathematics teaching: A video-based study on mathematics teaching in German and Swiss classrooms. In L. B. Resnick, C. Asterhan, & C. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 181–193). Washington, DC: AERA.CrossRefGoogle Scholar
- Schön, D. (1983). The reflective practitioner. How professionals think in action. New York: Basic Books.Google Scholar
- Simon, H. A. (1969). The sciences of the artificial. Cambridge, MA: MIT Press.Google Scholar
- Yin, R. K. (2014). Case study research: Design and methods. Los Angeles, CA: Sage.Google Scholar