Design Thinking Mindsets Facilitating Students' Learning of Scientific Concepts in Design-Based Activities

Autor/inn/en	Ladachart, Luecha; Radchanet, Visit; Phothong, Wilawan
Titel	Design Thinking Mindsets Facilitating Students' Learning of Scientific Concepts in Design-Based Activities
Quelle	In: Journal of Turkish Science Education, 19 (2022) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ladachart, Luecha) ORCID (Radchanet, Visit) ORCID (Phothong, Wilawan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	Design; Scientific Concepts; Concept Formation; Learning Processes; STEM Education; Kindergarten; Elementary Secondary Education; Grade 8; Thinking Skills; Likert Scales; Metacognition; Comparative Analysis; Equipment; Multiple Choice Tests; Rural Schools; Science Instruction + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Learning process; Lernprozess; STEM; School year 08; 8. Schuljahr; Schuljahr 08; Denkfähigkeit; Likert-Skala; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Design-based learning has been recognized by educational scholars as the key approach to science, technology, engineering, and mathematics (STEM) education at K-12 levels. However, it is unclear whether, and which dimensions of, design thinking mindsets support the conceptual learning of science. This quasi-experimental study aims to explore 37 eighth-grade students' conceptual learning and design-thinking mindsets in the context of design-based learning on pulleys. A conceptual test on pulleys and a Likert scale questionnaire, measuring design-thinking mindsets were administered to the students before and after the design-based learning treatment. In a comparison between two classes of students, using Mann-Whitney U tests in each measurement, some dimensions of design thinking mindsets that facilitate conceptual learning on pulleys were identified. These include: (a) orientation towards learning by making and testing; and (b) mindfulness of the process and impact on other people. Based on these results, recommendations were made for the effective enactment of design-based learning to develop students' scientific understanding. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01