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首页> 外文期刊>Journal of research in science teaching >Bridging the design-science gap with tools: Science learning and design behaviors in a simulated environment for engineering design
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Bridging the design-science gap with tools: Science learning and design behaviors in a simulated environment for engineering design

机译：用工具弥合设计与科学之间的鸿沟：在模拟环境中进行工程设计的科学学习和设计行为

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摘要

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
机译：许多教学创新旨在将工程设计与科学学习相结合。但是，学生在将他们的设计项目与基础科学联系在一起时往往表现出很少尝试或有困难。借鉴文化历史活动理论，我们认为学习环境中可用的设计工具会在调解学生的设计行为时隐式地影响知识的发展。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如何在最少的明确指导下，在工具丰富的设计环境中将工具介导的设计行为与他们的科学学习联系起来。八十三名九年级学生在由丰富设计工具支持的工程设计模拟环境中完成了节能住宅设计挑战。结果表明，通过使用工具进行设计，学生大大提高了他们的知识。此外，他们的学习成果与通过相关计算机日志的累积数量来衡量的三种类型的设计动作表示，分析和反思正相关。此外，这些设计行为与学习成果的联系方式与它们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，而是可以极大地影响设计过程和学习路径。这样，工具提供了帮助弥合设计科学鸿沟的可能性。 （c）2017作者。 Wiley Periodicals，Inc.出版的《科学教学研究杂志》 J Res Sci Teach 9999：1049-1096，2017

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