How to promote STEM competencies through design

Journal article

Nichols, Kim, Musofer, Reshma and Haynes, Michele. (2022). How to promote STEM competencies through design. Frontiers in Education. 7, p. Article 982035. https://doi.org/10.3389/feduc.2022.982035
AuthorsNichols, Kim, Musofer, Reshma and Haynes, Michele
Abstract

Introduction: This study explored the impact of a community of inquiry on Science, Design and Technology and Mathematics curriculum competencies of 159 Year six students as they carried out a design task.

Methods: A quasi-experimental design was employed with both qualitative and quantitative analyses. A community of inquiry approach was adopted by the teachers (n = 3) in the experimental group but not by teachers (n = 4) in the comparison group. Both groups participated in a learning sequence on electricity culminating in a design challenge in small collaborative groups.

Results: The results showed that the experimental group (n = 65) demonstrated significantly greater instances and a broader range of Science, Design and Technology and Mathematics competencies across the design task as well as significantly higher learning gains than their comparison group (n = 94) peers.

Discussion: The cognitive shifts towards higher competency development in the experimental group is stronger as a result of the reflection and reasoning required to engage in a community of inquiry.

Keywordscommunity of inquiry; design; discourse analysis; STEM competencies; dialogic inquiry
Year2022
JournalFrontiers in Education
Journal citation7, p. Article 982035
PublisherFrontiers Media S.A.
ISSN2504-284X
Digital Object Identifier (DOI)https://doi.org/10.3389/feduc.2022.982035
Scopus EID2-s2.0-85144917515
Open accessPublished as ‘gold’ (paid) open access
Page range1-15
FunderAustralian Research Council (ARC)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online12 Dec 2022
Publication process dates
Accepted11 Nov 2022
Deposited12 Jul 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDLP160101374
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