Characterizing conceptual understanding during design‐based learning
Analyzing students' design talk and drawings using the chemical thinking framework
Bibliographic Data
| ID | 21353879 |
|---|---|
| Authors | Hanna Stammes (0000-0001-7072-9401, Institute for Science Education Radboud University Nijmegen The Netherlands, corresponding author), Ineke Henze (0000-0003-0119-0451, Institute for Science Education Radboud University Nijmegen The Netherlands), Erik Barendsen (0000-0003-4684-4287, Institute for Science Education Radboud University Nijmegen The Netherlands), Marc J De Vries (0000-0002-1982-2157, Science Education and Communication Delft University of Technology Delft The Netherlands), Marc de Vries (Delft University of Technology) |
| Year | 2023 |
| Volume | 60 |
| Issue | 3 |
| Pages | 643-674 |
| Publication date | 2023-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.21812 |
| OpenAlex | W4295249534 |
| Language | EN |
| Citations received | 3 |
| References cited | 48 |
Design‐based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design‐based learning contexts has thus continued to be an important field of research. To help advance such work, we explored the affordances of a novel analytic approach for studying data gathered in design‐based learning classrooms. We used the “chemical thinking framework,” specifically its “conceptual sophistication” dimension, to analyze 10th‐grade, chemistry students' design talk and drawings. We gathered this data during small‐group design planning and drawing activities in the classrooms of two teachers whose students were designing a product that harnesses chemical energy to change the temperature of a beverage or snack. The findings demonstrate that this analytic approach was able to reveal that students (implicitly) drew on their understanding of several chemistry concepts while designing. Moreover, it showed that students could use everyday as well as more sophisticated understandings regarding a given chemistry concept while designing. This study furthermore unveiled differences in what and how students' design talk and drawings may reveal use of conceptual understanding, and it showed that different student teams may use a unique combination of understandings during design planning and drawing. We describe how this study's analytic approach complements existing approaches in design‐based learning research, and how our findings provide implications for research and practice
Affordance · Concept learning · Conceptual change · Educational technology · Human–computer interaction · Learning Sciences · Mathematics education · Science education · Sociology · Sophistication · Computer Science · Creativity in Education and Neuroscience · Design Education and Practice · Psychology · Science Education and Pedagogy
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| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |