What Distinguishes Students' Engineering Design Performance: Design Behaviors, Design Iterations, and Application of Science Concepts
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| Title: | What Distinguishes Students' Engineering Design Performance: Design Behaviors, Design Iterations, and Application of Science Concepts |
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| Language: | English |
| Authors: | Hanxiang Du (ORCID |
| Source: | Journal of Science Education and Technology. 2025 34(2):314-326. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2105695 2131097 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Engineering, Design, Scientific Concepts, Problem Solving, High School Students, Energy, Computer Assisted Design, Computer Software |
| DOI: | 10.1007/s10956-024-10184-y |
| ISSN: | 1059-0145 1573-1839 |
| Abstract: | Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design artifacts. This study investigated how 99 high school students applied science concepts to solarize their school using a computer-aided engineering design software, aiming to explore the interaction between students' science concepts and engineering design behaviors. Students were assigned to three groups based on their design performance: the achieving group, proficient group, and emerging group. By mining log activities, we explored the interactions among students' application of science concepts, engineering design behaviors, design iterations, and their design performance. We found that the achieving group has a statistically higher number of design iterations than the other two performance groups. We also identified distinctive transition patterns in students' applying science concepts and exercising design behaviors among three groups. The implications of this study are then discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463742 |
| Database: | ERIC |
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