Del 17 i serien International Technology Education Studies

Design-Based Concept Learning in Science and Technology Education

Inbunden, Engelska, 2021

3 039 kr

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Learning concepts is a real challenge for learners because of the abstract nature of concepts. This holds particularly true for concepts in science and technology education where learning concepts by doing design activities is potentially a powerful way to overcome that learning barrier. Much depends, however, on the role of the teacher.Design-Based Concept Learning in Science and Technology Education brings together contributions from researchers that have investigated what conditions need to be fulfilled to make design-based education work. The chapters contain studies from a variety of topics and concepts in science and technology education. So far, studies on design-based learning have been published in a variety of journals, but never before were the outcomes of those studies brought together in one volume. Now an overview of insights about design-based concept learning is presented with expectations about future directions and trends.

Produktinformation

Utgivningsdatum2021-02-25
Mått155 x 235 x 24 mm
Vikt814 g
FormatInbunden
SpråkEngelska
SerieInternational Technology Education Studies
Antal sidor396
FörlagBrill
ISBN9789004449992

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Ineke Henze is an assistant professor of Science Education at Delft University of Technology, the Netherlands. Her research interests focus on teacher professional knowledge and skills (including PCK) and student learning in modern STEM education.Marc J. de Vries is professor of Science Education and professor of Christian Philosophy of Technology at Delft University of Technology, the Netherlands. He is also the current editor-in-chief of the International Journal of Technology & Design Education.

PrefaceList of Figures and TablesNotes on ContributorsPART 1: Introduction1 Design-Based Concept Learning: An IntroductionIneke Henze and Marc J. de Vries2 Design-Based Learning in Science and Technology as Integrated STEMMarc J. de VriesPART 2: Science Concepts3 The Nature of Matter in a Design-Based Chemistry Task: From Macroscopic Properties to the Microscopic Models of Materials Using the Notion of Activity Theory for Curriculum DesignAstrid M. W. Bulte, Marijn R. Meijer and Albert Pilot4 Supporting Conceptual Change in Chemistry through Design-Based Learning: The Heating/Cooling System UnitXornam S. Apedoe, Michelle R. Ellefson and Christian D. Schunn5 Design-Based Concept Learning in Physics Education: ElectricityDave van Breukelen6 Design-Based Learning in Electronics and Mechatronics: Exploring the Application in SchoolsYaron Doppelt and Moshe Barak7 Modeling and Concept Learning in CalculusJeroen G. SpandawPART 3: Technology/Engineering Concepts8 Design-Based Learning in Engineering EducationSonia María Gómez Puente9 Systems in Everyday Lives: Making the Invisible VisibleMaria Svensson10 Design Based Learning of the Design Brief ConceptS. de Haan-Topolscak and L. Smits11 Design-Based Biotechnological Learning: Distinct Knowledge Forms Supporting Technology and Science Conceptual UnderstandingJohn G. Wells12 Analogies in BiomimicryLaura Stevens, Helen Kopnina, Karel Mulder and Marc J. de VriesPART 4: Methods and Approaches13 A Mind Set Called Design ThinkingMaarten C. A. van der Sanden and Caroline Wehrmann14 Teachers Noticing Chemical Thinking While Students Plan and Draw DesignsHanna Stammes, Ineke Henze, Erik Barendsen and Marc J. de Vries15 Teachers’ Reported Practice of Verbal Scaffolding during Design ActivitiesSathyam Sheoratan, Ineke Henze, Erik Barendsen and Marc J. de VriesPART 5: Conclusion16 Design-Based Concept Learning: Themes and Possible FuturesIneke Henze and Marc J. de VriesIndex