Bridging the design-science gap with tools: Science learning and design behaviors in a simulated environment for engineering design
Bridging the design-science gap with tools: Science learning and design behaviors in a simulated environment for engineering design
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DOI：
10.1002/tea.21398
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发表时间：
2017-10-01
影响因子：
4.6
通讯作者：
Tutwiler, M. Shane
中科院分区：
文献类型：
--
作者：
Chao, Jie;Xie, Charles;Tutwiler, M. Shane
许多教学创新旨在整合工程设计和科学学习。然而，学生们经常很少尝试或很难将他们的设计项目与基础科学联系起来。根据文化历史活动理论，我们认为学习环境中可用的设计工具在调节学生的设计行为时隐含地塑造了知识的发展。为了探索工具在设计科学集成学习环境中的作用，本研究调查了中学生的工具介导的设计行为如何在工具丰富的设计环境中以最少的明确指导与他们的科学学习联系起来。 83 名九年级学生在丰富的设计工具支持下，在模拟工程设计环境中完成了节能家居设计挑战。结果表明，通过使用这些工具进行设计，学生的知识得到了极大的提高。此外，他们的学习成果与三种类型的设计行为（通过相关计算机日志的累积计数来衡量的表示、分析和反思）呈正相关。此外，这些设计行动与学习收益的联系方式与其对知识发展的理论影响相一致。这些发现表明，工具不是学习环境中的被动组件，而是在很大程度上塑造了设计过程和学习路径。因此，工具提供了帮助弥合设计与科学差距的可能性。 (c) 2017 年作者。 《科学教学研究杂志》，Wiley periodicals, Inc. 出版。J Res Sci Teach 9999:1049-1096，2017 年
Many pedagogical innovations aim to integrate engineering design and science learning. However, students frequently show little attempt or have difficulties in connecting their design projects with the underlying science. Drawing upon the Cultural-Historical Activity Theory, we argue that the design tools available in a learning environment implicitly shape knowledge development as they mediate students' design actions. To explore the roles of tools in design-science integrated learning environments, this study investigated how secondary students' tool-mediated design actions were linked with their science learning in a tool-rich design environment with minimal explicit guidance. Eighty-three ninth-grade students completed an energy-efficient home design challenge in a simulated environment for engineering design supported by rich design tools. Results showed that students substantially improved their knowledge as a result of designing with the tools. Further, their learning gains were positively associated with three types of design actionsrepresentation, analysis, and reflectionmeasured by the cumulative counts of relevant computer logs. In addition, these design actions were linked with learning gains in ways that were consistent with their theoretical impacts on knowledge development. These findings suggest that, instead of being passive components in a learning environment, tools considerably shape design processes, and learning paths. As such, tools offer possibilities to help bridge the design-science gap. (c) 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 9999:1049-1096, 2017