ERIC Number: EJ1039431
Record Type: Journal
Publication Date: 2013-Jul
Abstractor: As Provided
Reference Count: 30
Strategies for Success: Uncovering What Makes Students Successful in Design and Learning
Apedoe, Xornam S.; Schunn, Christian D.
Instructional Science: An International Journal of the Learning Sciences, v41 n4 p773-791 Jul 2013
While the purposes of design and science are often different, they share some key practices and processes. Design-based science learning, which combines the processes of engineering design with scientific inquiry, is one attempt to engage students in scientific reasoning via solving practical problems. Although research suggests that engaging students in design-based science learning can be effective for learning both science process and content, more research is needed to understand how to overcome what Vattam and Kolodner ("Pragmatics and Cognition" 16:406-437, 2008) called "the design-science gap." This study, therefore, takes a first step at systematically delving into this issue of bridging the design-science gap by examining the problem-solving strategies that students are using when they solve a prototypical design task. Videotaped performance assessments of high and low performing teams were analyzed in depth. Results suggest that students use both science reasoning strategies (e.g., control of variables) and design-focused strategies (e.g., adaptive growth). However, the strategies commonly associated with success in science (e.g., control of variables) did not necessarily lead to success in design. In addition, while both science reasoning strategies and design-focused strategies led to content learning, the content learned was different.
Descriptors: Success, Design, Learning, Problem Solving, Learning Processes, Cognitive Style, Performance Based Assessment, Video Technology, Learning Strategies, Science Achievement, Educational Practices, Inquiry, Scientific Literacy, Engineering Technology
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A