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Engineering design activities and conceptual change in middle school science.

机译：工程设计活动和中学科学的概念变革。

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摘要

The purpose of this research was to investigate the impact of engineering design classroom activities on conceptual change in science, and on attitudes toward and knowledge about engineering. Students were given a situated learning context and a rationale for learning science in an active, inquiry-based method, and worked in small collaborative groups.;One eighth-grade physical science teacher and her students participated in a unit on heat transfer and thermal energy. One class served as the control while two others received variations of an engineering design treatment. Data were gathered from teacher and student entrance and exit interviews, audio recordings of student dialog during group work, video recordings and observations of all classes, pre- and posttests on science content and engineering attitudes, and artifacts and all assignments completed by students.;Qualitative and quantitative data were collected concurrently, but analysis took place in two phases. Qualitative data were analyzed in an ongoing manner so that the researcher could explore emerging theories and trends as the study progressed. These results were compared to and combined with the results of the quantitative data analysis. Analysis of the data was carried out in the interpretive framework of analytic induction.;Findings indicated that students overwhelmingly possessed alternative conceptions about heat transfer, thermal energy, and engineering prior to the interventions. While all three classes made statistically significant gains in their knowledge about heat and energy, students in the engineering design class with the targeted demonstrations made the most significant gains over the other two other classes. Engineering attitudes changed significantly in the two classes that received the engineering design intervention. Implications from this study can inform teachers' use of engineering design activities in science classrooms. These implications are: l) Alternative conceptions will persist when not specifically addressed. 2) Engineering design activities are not enough to promote conceptual change. 3) A middle school teacher can successfully implement an engineering design-based curriculum in a science class. 4) Results may also be of interest to science curriculum developers and engineering educators involved in developing engineering outreach curricula for middle school students.
机译：这项研究的目的是调查工程设计课堂活动对科学概念的变化以及对工程的态度和知识的影响。为学生提供了一种定位的学习环境和一种积极的，以探究为基础的方法来学习科学的基本原理，并在小型协作小组中工作。一位八年级物理科学老师和她的学生参加了一个热传递和热能单元。一个班级作为控件，而另外两个班级则接受了各种工程设计处理。数据来自教师和学生的出入口采访，小组工作中学生对话的录音，所有班级的视频记录和观察，科学内容和工程态度的前测和后测，人工制品和学生完成的所有作业。同时收集了定性和定量数据，但分析分两个阶段进行。定性数据不断进行分析，以便研究人员可以随着研究的进行探索新兴的理论和趋势。将这些结果与定量数据分析的结果进行比较并结合。数据分析是在分析归纳的解释框架内进行的。研究表明，在干预之前，学生绝大多数具有关于热传递，热能和工程学的替代概念。尽管这三个班的热量和能源知识在统计上都有显着提高，但在工程设计班上进行针对性演示的学生比其他两个班获得了最大的收获。在接受工程设计干预的两个班级中，工程态度发生了显着变化。这项研究的含义可以指导教师在科学教室中使用工程设计活动。这些含义是：l）如果没有特别解决，替代概念将继续存在。 2）工程设计活动不足以促进概念变化。 3）中学老师可以在科学课中成功实施基于工程设计的课程。 4）参与为中学生开发工程推广课程的科学课程开发人员和工程教育者，也可能会对结果感兴趣。

著录项

  • 作者

    Schnittka, Christine G.;

  • 作者单位

    University of Virginia.;

  • 授予单位 University of Virginia.;
  • 学科 Education Technology of.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 327 p.
  • 总页数 327
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;
  • 关键词

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