Abstract
Reflection is one of the key behaviours expert designers engage in. However, research on the reflectivity of student designers is limited. In this study, we investigated high school students' (N=109) understanding of informed design in association with their reflectivity. We developed a coding protocol to score levels of reflectivity and used the Informed Design Test to assess student understanding of design. A paired t-test was used to evaluate gains in informed design and a one-way ANOVA was used to evaluate the relationship between student reflectivity and gains in informed design thinking. The results showed gains in recognition of informed design. Highly and moderately reflective students had higher gains in informed design compared to those with low reflectivity. Future research should investigate the relationship between reflectivity and informed design in relationship to science learning.
| Original language | English (US) |
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| State | Published - 2015 |
| Externally published | Yes |
| Event | 6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015 - Dublin, Ireland Duration: Jul 13 2015 → Jul 15 2015 |
Conference
| Conference | 6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015 |
|---|---|
| Country/Territory | Ireland |
| City | Dublin |
| Period | 7/13/15 → 7/15/15 |
ASJC Scopus subject areas
- Education
- General Engineering