Characterizing Conceptual Understanding during Design-Based Learning: Analyzing Students' Design Talk and Drawings Using the Chemical Thinking Framework

Autor/inn/en	Stammes, Hanna; Henze, Ineke; Barendsen, Erik; de Vries, Marc
Titel	Characterizing Conceptual Understanding during Design-Based Learning: Analyzing Students' Design Talk and Drawings Using the Chemical Thinking Framework
Quelle	In: Journal of Research in Science Teaching, 60 (2023) 3, S.643-674 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stammes, Hanna) ORCID (Henze, Ineke) ORCID (de Vries, Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21812
Schlagwörter	Design; Teaching Methods; Concept Formation; Scientific Concepts; Chemistry; Freehand Drawing; Thinking Skills; Grade 10; Secondary School Students; Cooperative Learning + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Chemie; Drawing; Zeichnen; Denkfähigkeit; Sekundarschüler; Kooperatives Lernen
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01