How to promote STEM competencies through design
Bibliographic Data
| ID | 22167338 |
|---|---|
| Authors | Kim Nichols (0000-0002-0748-1113, The University of Queensland, corresponding author), Reshma Parveen Musofer (0000-0002-6992-2674, The University of Queensland), Reshma Musofer, Michele Haynes (0000-0003-2718-3954, Australian Catholic University) |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-12-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.982035 |
| OpenAlex | W4312123408 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
Introduction This study explored the impact of a community of inquiry on Science, Design and Technology and Mathematics curriculum competencies of 159 Year six students as they carried out a design task. Methods A quasi-experimental design was employed with both qualitative and quantitative analyses. A community of inquiry approach was adopted by the teachers ( n = 3) in the experimental group but not by teachers ( n = 4) in the comparison group. Both groups participated in a learning sequence on electricity culminating in a design challenge in small collaborative groups. Results The results showed that the experimental group ( n = 65) demonstrated significantly greater instances and a broader range of Science, Design and Technology and Mathematics competencies across the design task as well as significantly higher learning gains than their comparison group ( n = 94) peers. Discussion The cognitive shifts towards higher competency development in the experimental group is stronger as a result of the reflection and reasoning required to engage in a community of inquiry
Curriculum · Focus group · Knowledge management · Mathematics education · Pedagogy · Research design · Sociology · Computer Science · Education and Critical Thinking Development · Engineering · Innovative Teaching and Learning Methods · Mathematics · Problem and Project Based Learning · Psychology
Student Thought and Classroom Language
Sociocultural discourse analysis
Expanding the Dimensions of Epistemic Cognition
Exploring problem conceptualization and performance in STEM problem solving contexts
A Coefficient of Agreement for Nominal Scales
Philosophy for children’
Educational Dialogues
Benefits of Collaborative Philosophical Inquiry in Schools
The Parallels Between Philosophical Inquiry and Scientific Inquiry
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |