The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Design‐based science and real‐world problem‐solving
Abstract
Design‐based science (DBS) is a science pedagogy in which new scientific knowledge and problem‐solving skills are constructed in the context of designing artifacts. This paper examines whether the enactment of a DBS unit supported students’ efforts to construct and transfer new science knowledge and ‘designerly’ problem‐solving skills to the solution of a new real‐world design problem in a real‐world setting. One hundred and forty‐nine students participated in the enactment of a DBS unit. Their understanding of the curricular content was assessed by identical pre‐instructional and post‐instructional written tests. They were then given a new design problem as a transfer task. There was a statistically significant increase on scores from pre‐test to post‐test with an effect size of 1.8. There was a stronger correlation between the scores of the transfer task and those of the post‐test than with those of the pre‐test; we use this finding to suggest that the knowledge that was constructed during the unit enactment supported the solution of the transfer task. This has implications for the development of science curricula that aim to lead to the construction of knowledge and skills that may be useful in extra‐classroom settings. Whether participation in consecutive enactments of different DBS units increases transfer remains to be investigated in more depth.
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Cites
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“Contextualization enhances initial learning because it helps the students appreciate the relevance of new information; however, it can impede transfer because the knowledge may be tied too closely to the original context (Bjork & Richardson-Klavhen, 1989; Gick & Holyoak, 1980).”
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“Metacognitive students identify and clarify those aspects of new material that may be relevant for future use (Palincsar & Brown, 1984; White & Frederiksen, 1998).”
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Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications
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“When studies were not intended to identify the cause of transfer, but only to verify that it did or did not occur (Brown & Kane, 1988; Reed et al., 1974; Wason & Johnson-Laird, 1972), not only was there no control group, but the transfer task was administered only once, following an intervention.”
Background
Cited by
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., Shwartz, Y., Hug, B., & Krajcik, J. (2009) · Journal of Research in Science Teaching · doi:10.1002/tea.20311 · Cited by 1,155
Self-citation(2014) · Medical Entomology and Zoology · Cited by 1,154
Engineering in K–12 Education: Understanding the Status and Improving the Prospects
(2010) · INSIGHT · doi:10.1002/inst.20101338 · Cited by 816
Learning in the Making: A Comparative Case Study of Three Makerspaces
Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014) · Harvard Educational Review · doi:10.17763/haer.84.4.brr34733723j648u · Cited by 707
Lobato, J. (2006) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1504_1 · Cited by 330
Metadata
- Authors
- Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok‐Naaman, R.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2005-01
- Volume
- 27
- Issue
- 7
- Pages
- 855-879
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2160887486
- Cited by
- 281
- References
- 8
- FWCI
- 6.36
- Type
- journal article
- Language
- en
- Open access
- closed
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