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A meta-synthesis of primary and secondary student design cognition research

DOI:10.1007/s10798-019-09505-9
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Greg J. Strimel at Purdue University
Greg J. Strimel
Eunhye Kim at Purdue University
Eunhye Kim
Michael Grubbs at Baltimore County Public Schools
Michael Grubbs
  • Baltimore County Public Schools
Tanner J Huffman at The College of New Jersey
Tanner J Huffman
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Abstract and Figures

Design within primary and secondary schools has been increasingly emphasized over the past decade. As a response to this increased interest, qualitative research examining students’ cognitive processes involved in the practices of design has been on the rise. These studies have commonly employed the concurrent think-aloud research methodology to examine and describe an individual’s or group’s thought processes while engaged in a design task. However, the variety of coding schemes used to code and describe the collected think-aloud data has limited the synthesis of findings across design cognition studies, which can be a concern as the synthesis of qualitative studies can potentially lead to the development of more formal and possibly more generalizable theories (Glaser and Strauss in Status passage, Aldine, Chicago, 1971). Nevertheless, a study conducted by Grubbs, Strimel, and Kim (2018) examined the different coding schemes used in analyzing the design cognition of primary and secondary students that were published between 1995 and 2016. Their investigation led to the identification of three distinct themes for the foundation and intent of the various design cognition coding schemes and provided a basis for a more informed meta-synthesis of design cognition research. Therefore, this study examined the design cognition studies identified by Grubbs et al. (2018) and synthesized both the findings and discussions of each, according to the three coding scheme themes. The results of this investigation can provide deeper insights into primary and secondary students’ design thinking and can help inform design pedagogy.
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Vol.:(0123456789)
International Journal of Technology and Design Education (2020) 30:243–274
https://doi.org/10.1007/s10798-019-09505-9
1 3
A meta‑synthesis ofprimary andsecondary student design
cognition research
GregJ.Strimel1 · EunhyeKim2· MichaelE.Grubbs3· TannerJ.Human4
Accepted: 6 February 2019 / Published online: 12 February 2019
© Springer Nature B.V. 2019
Abstract
Design within primary and secondary schools has been increasingly emphasized over the
past decade. As a response to this increased interest, qualitative research examining stu-
dents’ cognitive processes involved in the practices of design has been on the rise. These
studies have commonly employed the concurrent think-aloud research methodology to
examine and describe an individual’s or group’s thought processes while engaged in a
design task. However, the variety of coding schemes used to code and describe the col-
lected think-aloud data has limited the synthesis of findings across design cognition stud-
ies, which can be a concern as the synthesis of qualitative studies can potentially lead to the
development of more formal and possibly more generalizable theories (Glaser and Strauss
in Status passage, Aldine, Chicago, 1971). Nevertheless, a study conducted by Grubbs,
Strimel, and Kim (2018) examined the different coding schemes used in analyzing the
design cognition of primary and secondary students that were published between 1995 and
2016. Their investigation led to the identification of three distinct themes for the foundation
and intent of the various design cognition coding schemes and provided a basis for a more
informed meta-synthesis of design cognition research. Therefore, this study examined the
design cognition studies identified by Grubbs etal. (2018) and synthesized both the find-
ings and discussions of each, according to the three coding scheme themes. The results of
this investigation can provide deeper insights into primary and secondary students’ design
thinking and can help inform design pedagogy.
Keywords Design· Design cognition· Think-aloud protocols· Engineering education·
Technology education
* Greg J. Strimel
gstrimel@purdue.edu
1 Department ofTechnology Leadership andInnovation, Purdue University, WestLafayette, IN,
USA
2 School ofEngineering Education, Purdue University, WestLafayette, IN, USA
3 Career andTechnology Education, Baltimore County Public Schools, Towson, MD, USA
4 Department ofIntegrative STEM Education, The College ofNew Jersey, EwingTownship, NJ,
USA
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
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ENGINEERING DESIGN: A COGNITIVE PROCESS APPROACH
Thesis
Full-text available
  • Dec 2014
The intent of this dissertation was to identify the cognitive processes used by advanced pre-engineering students to solve complex engineering design problems. Students in technology and engineering education classrooms are often taught to use an ideal engineering design process that has been generated mostly by educators and curriculum developers. However, the review of literature showed that it is unclear as to how advanced pre-engineering students cognitively navigate solving a complex and multifaceted problem from beginning to end. Additionally, it was unclear how a student thinks and acts throughout their design process and how this affects the viability of their solution. Therefore, Research Objective 1 was to identify the fundamental cognitive processes students use to design, construct, and evaluate operational solutions to engineering design problems. Research Objective 2 was to determine identifiers within student cognitive processes for monitoring aptitude to successfully design, construct, and evaluate technological solutions. Lastly, Research Objective 3 was to create a conceptual technological and engineering problem-solving model integrating student cognitive processes for the improved development of problem-solving abilities. The methodology of this study included multiple forms of data collection. The participants were first given a survey to determine their prior experience with engineering and to provide a description of the subjects being studied. The participants were then presented an engineering design challenge to solve individually. While they completed the challenge, the participants verbalized their thoughts using an established “think aloud” method. These verbalizations were captured along with participant observational recordings using point-of-view camera technology. Additionally, the participant design journals, design artifacts, solution effectiveness data, and teacher evaluations were collected for analysis to help achieve the research objectives of this study. Two independent coders then coded the video/audio recordings and the additional design data using Halfin’s (1973) 17 mental processes for technological problem-solving. The results of this study indicated that the participants employed a wide array of mental processes when solving engineering design challenges. However, the findings provide a general analysis of the number of times participants employed each mental process, as well as the amount of time consumed employing the various mental processes through the different stages of the engineering design process. The results indicated many similarities between the students solving the problem, which may highlight voids in current technology and engineering education curricula. Additionally, the findings showed differences between the processes employed by participants that created the most successful solutions and the participants who developed the least effective solutions. Upon comparing and contrasting these processes, recommendations for instructional strategies to enhance a student’s capability for solving engineering design problems were developed. The results also indicated that students, when left without teacher intervention, use a simplified and more natural process to solve design challenges than the 12-step engineering design process reported in much of the literature. Lastly, these data indicated that students followed two different approaches to solving the design problem. Some students employed a sequential and logical approach, while others employed a nebulous, solution centered trial-and-error approach to solving the problem. In this study the participants who were more sequential had better performing solutions. Examining these two approaches and the student cognition data enabled the researcher to generate a conceptual engineering design model for the improved teaching and development of engineering design problem solving.
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STEM integration in K-12 education: status, prospects, and an agenda for research
Book
  • Mar 2014
STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes. © 2014 by the National Academy of Sciences. All rights reserved.
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