How to promote STEM competencies through design
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
|Authors||Nichols, Kim, Musofer, Reshma and Haynes, Michele|
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.
|Keywords||community of inquiry; design; discourse analysis; STEM competencies; dialogic inquiry|
|Journal||Frontiers in Education|
|Journal citation||7, p. Article 982035|
|Publisher||Frontiers Media S.A.|
|Digital Object Identifier (DOI)||https://doi.org/10.3389/feduc.2022.982035|
|Open access||Published as ‘gold’ (paid) open access|
|Funder||Australian Research Council (ARC)|
File Access Level
|Online||12 Dec 2022|
|Publication process dates|
|Accepted||11 Nov 2022|
|Deposited||12 Jul 2023|
|ARC Funded Research||This output has been funded, wholly or partially, under the Australian Research Council Act 2001|
0views this month
2downloads this month