A focused design task supported by explicit and targeted disciplinary supports led to a student technology design process driven by disciplinary understanding¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Data from three focal groups (one from each year) suggest that a focused design task, supported by explicit and targeted supports for science, CT, and engineering practices, led to a student technology design process that was driven by disciplinary understanding. → Debra Bernstein 2022

Evidence¶

Debra Bernstein 2022¶

Debra Bernstein, Gillian Puttick, Kristen Wendell, Fayette Shaw, Ethan Danahy, Michael Cassidy. (2022). Designing biomimetic robots: iterative development of an integrated technology design curriculum. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10061-0

q2 · i? · design · r3

Cross-year case study synthesis from the DBR project: across three years of iterative curriculum refinement, focal group data showed progressively deeper integration of disciplinary understanding into the robot design process.

"Data from three focal groups (one from each year of the project) suggest that a focused design task, supported by explicit and targeted supports for science, CT, and engineering practices, led to a student technology design process that was driven by disciplinary understanding."

Discussion¶

Related Claims¶

• Narrowing the design task in Y2 to a digging robot with targeted biology resources supported students in completing structure–function analyses and biomimetic designs — a narrower finding that bears on this claim
• In Year 1, an open-ended biomimetic robot design task led to a wide range of implementation outcomes, with some groups not completing the task or not integrating biology — related
• Well-defined tasks and accessible materials support shared creative influence in group work — related