Journal article
How to promote STEM competencies through design
Frontiers in Education, Vol.7, pp.1-15
12/12/2022
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Abstract
Introduction: This study explored the impact of a community of inquiry on Science, Design and Technology and Mathematics curriculum competencies of 159 Year six students as they carried out a design task.
Methods: A quasi-experimental design was employed with both qualitative and quantitative analyses. A community of inquiry approach was adopted by the teachers (n=3) in the experimental group but not by teachers (n=4) in the comparison group. Both groups participated in a learning sequence on electricity culminating in a design challenge in small collaborative groups.
Results: The results showed that the experimental group (n=65) demonstrated significantly greater instances and a broader range of Science, Design and Technology and Mathematics competencies across the design task as well as significantly higher learning gains than their comparison group (n=94) peers.
Discussion: The cognitive shifts towards higher competency development in the experimental group is stronger as a result of the reflection and reasoning required to engage in a community of inquiry.
Details
- Title
- How to promote STEM competencies through design
- Creators
- Kim Nichols - The University of QueenslandReshma Musofer - The University of QueenslandMichele Haynes - Australian Catholic University
- Publication Details
- Frontiers in Education, Vol.7, pp.1-15
- Publisher
- Frontiers Media SA
- Number of pages
- 15
- Grant note
- This research was funded by the Australian Research Council (LP160101374).
- Identifiers
- 991013372725602368
- Copyright
- © 2022 Nichols, Musofer and Haynes.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article