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Noticing and Focusing on Chemistry Deep Structure in Integrated STEM Design Challenges.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Noticing and Focusing on Chemistry Deep Structure in Integrated STEM Design Challenges./
作者:	Sgro, Christopher M.
面頁冊數:	1 online resource (221 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: B.
Contained By:	Dissertations Abstracts International84-10B.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30418990click for full text (PQDT)
ISBN:	9798379422707

Noticing and Focusing on Chemistry Deep Structure in Integrated STEM Design Challenges.
Sgro, Christopher M.

Noticing and Focusing on Chemistry Deep Structure in Integrated STEM Design Challenges. - 1 online resource (221 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: B.

Thesis (Ph.D.)--State University of New York at Albany, 2023.

Includes bibliographical references

Integrating science and engineering has become a focal point for current research in science and STEM educational fields. Infusing engineering design as an application of scientific principles is beneficial, as it demonstrates an authentic, real-world application and allows for not only student engagement and enthusiasm, but also an avenue to learn and transfer science skills and content. In order to effectively transfer scientific principles and skills, students must first notice that science principles can inform the design, and then choose to apply those skills through focusing processes. While there has been previous studies that have investigated transfer as part of integrated STEM design challenges, they tend to emphasize physics principles that inform the physical construction of a device. In contrast, chemistry principles are often used to power or perform a function within a constructed device. To date, there have been few studies that have investigated noticing and focusing on chemistry as part of a design heuristic. The design-based action research study that follows addresses this gap by investigating how students notice chemistry using prior inquiry activities to highlight chemistry principles, as well as how students focus on applying those principles as part of design heuristic in a chemistry infused integrated STEM design challenge. A set of twelve focusing processes emerged from the data set. The focusing processes were used to compare two similar design challenges. The study found that the chemistry-infused challenge saw an increase in duration and depth of focus on chemistry deep structure. In addition, a set of three inquiry activities were implemented before the final challenge to highlight the chemistry deep structure necessary. The study found that participants were able to notice the chemistry deep structure from the inquiry activities during the build, and their notice was mediated by the tools available within the problem space. Participants that did not notice could be led to notice through teacher-scaffolding interventions. However, participants would often revert back to a trial-and-error approach when the task became cognitively demanding. The findings are situated within the extant literature and its contributions to the field are discussed in greater detail.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379422707Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

STEM designIndex Terms--Genre/Form:

542853
Electronic books.

Noticing and Focusing on Chemistry Deep Structure in Integrated STEM Design Challenges.
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