Link to the University of Pittsburgh Homepage
Link to the University Library System Homepage Link to the Contact Us Form

Strategies for success: Uncovering what makes students successful in design and learning

Apedoe, XS and Schunn, CD (2013) Strategies for success: Uncovering what makes students successful in design and learning. Instructional Science, 41 (4). 773 - 791. ISSN 0020-4277

[img] Plain Text (licence)
Available under License : See the attached license file.

Download (1kB)

Abstract

While the purposes of design and science are often different, they share some key practices and processes. Design-based science learning, which combines the processes of engineering design with scientific inquiry, is one attempt to engage students in scientific reasoning via solving practical problems. Although research suggests that engaging students in design-based science learning can be effective for learning both science process and content, more research is needed to understand how to overcome what Vattam and Kolodner (Pragmatics and Cognition 16:406-437, 2008) called "the design-science gap." This study, therefore, takes a first step at systematically delving into this issue of bridging the design-science gap by examining the problem-solving strategies that students are using when they solve a prototypical design task. Videotaped performance assessments of high and low performing teams were analyzed in depth. Results suggest that students use both science reasoning strategies (e.g., control of variables) and design-focused strategies (e.g., adaptive growth). However, the strategies commonly associated with success in science (e.g., control of variables) did not necessarily lead to success in design. In addition, while both science reasoning strategies and design-focused strategies led to content learning, the content learned was different. © 2012 Springer Science+Business Media B.V.


Share

Citation/Export:
Social Networking:
Share |

Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Apedoe, XS
Schunn, CDschunn@pitt.eduSCHUNN0000-0003-3589-297X
Centers: Other Centers, Institutes, or Units > Learning Research & Development Center
Date: 1 July 2013
Date Type: Publication
Journal or Publication Title: Instructional Science
Volume: 41
Number: 4
Page Range: 773 - 791
DOI or Unique Handle: 10.1007/s11251-012-9251-4
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Refereed: Yes
ISSN: 0020-4277
Date Deposited: 23 Sep 2014 17:03
Last Modified: 01 Nov 2018 13:00
URI: http://d-scholarship.pitt.edu/id/eprint/22959

Metrics

Monthly Views for the past 3 years

Plum Analytics

Altmetric.com


Actions (login required)

View Item View Item