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Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design
written by Yuri B. Piedrahita Urueña, Carina M. Rebello, Chandan Dasgupta, Alejandra J. Magana, and N. Sanjay Rebello
Recently there have been calls to integrate engineering design experiences to support students' scientific understanding. There is a need for instructional strategies in which learners are encouraged to identify and reflect on ways scientific principles can be applied to inform their designs and evaluate alternative designs. Studies show that the inclusion of contrasting cases can improve students' conceptual understanding and reasoning. Yet, such tasks depend on how they are scaffolded. In this study, pre-service elementary teachers in a conceptual physics course analyzed contrasting solutions to a design problem. Two forms of scaffolds were embedded to facilitate case evaluation: 1) identify similarities and differences and 2) evaluate and produce an argument for a "good" design solution. We investigated the scientific ideas that the participants used as they contrasted multiple design solutions and the impact of the two approaches in students' understanding of heat transfer. We found no significant differences in students' conceptual understanding, but the argumentation condition had a significantly larger number of scientific ideas 'cited', 'explained' or 'applied' in their solutions. The results suggest that contrasting designs with argumentation may be a promising intervention to facilitate students to use science concepts in engineering design. Future work is needed in order to investigate better scaffolds that can help students' increase in conceptual learning.
Physics Education Research Conference 2017
Part of the PER Conference series
Cincinnati, OH: July 26-27, 2017
Pages 304-307
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Problem/Question
- Pedagogy
= Advance Organizers
Thermo & Stat Mech
- First Law
= Heat Transfer
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2017…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2017.pr.071
NSF Numbers:
1626197
1503436
Keyword:
PERC 2017
Record Creator:
Metadata instance created February 26, 2018 by Lyle Barbato
Record Updated:
March 1, 2018 by Lyle Barbato
Last Update
when Cataloged:
March 1, 2018
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Record Link
AIP Format
Y. Urueña, C. Rebello, C. Dasgupta, A. Magana, and N. Rebello, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14655&DocID=4832).
AJP/PRST-PER
Y. Urueña, C. Rebello, C. Dasgupta, A. Magana, and N. Rebello, Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14655&DocID=4832>.
APA Format
Urueña, Y., Rebello, C., Dasgupta, C., Magana, A., & Rebello, N. (2017, July 26-27). Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design. Paper presented at Physics Education Research Conference 2017, Cincinnati, OH. Retrieved September 23, 2021, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14655&DocID=4832
Chicago Format
Urueña, Y, C. Rebello, C. Dasgupta, A. Magana, and N. Rebello. "Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14655&DocID=4832 (accessed 23 September 2021).
MLA Format
Urueña, Yuri B. Piedrahita, Carina Rebello, Chandan Dasgupta, Alejandra J. Magana, and N. Sanjay Rebello. "Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design." Physics Education Research Conference 2017. Cincinnati, OH: 2017. 304-307 of PER Conference. 23 Sep. 2021 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14655&DocID=4832>.
BibTeX Export Format
@inproceedings{ Author = "Yuri B. Piedrahita Urueña and Carina Rebello and Chandan Dasgupta and Alejandra J. Magana and N. Sanjay Rebello", Title = {Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design}, BookTitle = {Physics Education Research Conference 2017}, Pages = {304-307}, Address = {Cincinnati, OH}, Series = {PER Conference}, Month = {July 26-27}, Year = {2017} }
Refer Export Format

%A Yuri B. Piedrahita Urueña %A Carina Rebello %A Chandan Dasgupta %A Alejandra J. Magana %A N. Sanjay Rebello %T Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design %S PER Conference %D July 26-27 2017 %P 304-307 %C Cincinnati, OH %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14655&DocID=4832 %O Physics Education Research Conference 2017 %O July 26-27 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Urueña, Yuri B. Piedrahita %A Rebello, Carina %A Dasgupta, Chandan %A Magana, Alejandra J. %A Rebello, N. Sanjay %D July 26-27 2017 %T Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design %B Physics Education Research Conference 2017 %C Cincinnati, OH %P 304-307 %S PER Conference %8 July 26-27 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14655&DocID=4832


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