Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/474
Title: Learning Design Through Science vs. Science Through Design
Authors: McBride, Elizabeth
Vitale, Jonathan
Linn, Marcia
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: McBride, E., Vitale, J., & Linn, M. (2018). Learning Design Through Science vs. Science Through Design. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: This research investigates two ways of framing design projects and their impacts on learning. The study explores the benefits of learning science concepts before or during a design project. Based on the NGSS science and engineering practices, in an engineering condition, students learn the necessary science concepts during a design project. In a science condition, students learn the science concepts first, then apply them during a design project. The study explores the benefits of each approach to inform instructional design. We use the knowledge integration framework to develop curriculum and assessment items, including an interactive computer model of a solar oven. Using three types of pre/posttest assessment items, we found students in both conditions gained insights on science and engineering design items; students in the engineering condition outperformed the science condition on a science-design integration item and conducted more trials during the design process while using an interactive computer model.
URI: https://doi.dx.org/10.22318/cscl2018.17
https://repository.isls.org//handle/1/474
Appears in Collections:ICLS 2018

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