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首页> 外文期刊>International journal of technology and design education >Productive thinking in middle school science students' design conversations in a design-based engineering challenge
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Productive thinking in middle school science students' design conversations in a design-based engineering challenge

机译：在基于设计的工程挑战中的中学生设计对话中的富有成效思考

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摘要

Recent education reforms highlight the importance of engineering design as a tool to improve student science learning in this new view of K-12 science education. However, little research has investigated the thought processes students use while engaging in the highly complex activity of design. Therefore, building on theories of productive thinking, we analyzed 6th grade students' design conversations through the following research question: How do 6th grade students employ different modes of thinking when solving a design-based challenge in a science unit? Through a qualitative and descriptive case-study approach using Gallagher and Aschner's (Merrill-Palmer Q Behav Dev 9(3):183-194, 1963) analytical framework for productive thinking, our results indicate students employ a variety of modes of thinking as they engage in design conversations in a science-based design unit. While students planned their initial design, they employed Cognitive Memory, Divergent Thinking, and Evaluative Thinking. This is not surprising since students need to recall scientific facts and hypothesize as they begin to justify their design decisions. As students finalized design decisions and communicated this design to the client, they employed more higher order modes of thinking, since they evaluated and justified their design decisions. These findings provide insights into effective teaching strategies for higher productivity and conceptual performance.
机译：最近的教育改革突出了工程设计作为改善学生科学学习的工具的重要性，以改善K-12科学教育的新观点。然而，小型研究已经调查了学生使用的思考过程，同时参与高度复杂的设计活动。因此，建立了生产思维理论，我们通过以下研究分析了6年级学生的设计谈话：6年级学生在解决科学单位的设计挑战时如何使用不同的思维方式？通过使用Gallagher和Aschner的定性和描述性案例研究方法（Merrill-Palmer Q行业Dev 9（3）：183-194,1963）富有成效思维的分析框架，我们的结果表明，学生雇用了各种思维方式从事科学设计单元中的设计对话。虽然学生计划他们的初始设计，但他们就业，雇用了认知记忆，发散思维和评价思维。由于学生需要回忆起科学事实并假设他们开始证明他们的设计决策，因此这并不奇怪。随着学生最终确定的设计决策并向客户传达这项设计，他们就职，他们雇用了更高的秩序模式，因为他们评估并证明了他们的设计决策。这些调查结果为有效的教学策略提供了洞察力，以获得更高的生产力和概念性能。

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