Sung and Kelley ( 2018) performed a sequential analysis study on the design thinking of fourth-grade elementary students and found that idea generation plays an important role throughout their design thinking process.
In a study about the performance of high school students in engineering design subjects, Fan, Yu, and Lou ( 2018) noted that students’ abilities in predictive analysis and testing/revising are key factors in determining their thinking in engineering design. Furthermore, when Hynes ( 2012) investigated how middle school teachers understood and taught the process of engineering design, he found that technology teachers frequently exhibit sophisticated thinking during two particular steps of engineering design: constructing a prototype and redesigning. They proposed that students should pay more attention to problem scoping, information gathering, and decision-making as they develop their cognitive structures and schematic processes in engineering design. ( 2007) studied the differences between expert practitioners and students during the engineering design process. With regard to the cognitive structure of technology teachers in engineering design, Atman et al.
#Project stem how to#
However, further work should focus on exploring how to overcome the weaknesses of preservice technology teachers’ engineering design thinking by adding a few elements of engineering design thinking pedagogy, e.g., designing learning activities that are relevant to real life.Īn increasing number of position papers and empirical studies have focused on exploring the issues of engineering design thinking (Brand, 2020 English & King, 2015). The findings of this study provide initial evidence on the effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. The results suggest that (1) applying the engineering design process to STEM project-based learning is beneficial for developing preservice technology teachers’ schema of design thinking, especially with respect to clarifying the problem, generating ideas, modeling, and feasibility analysis, and (2) it is important to encourage teachers to further explore the systematic concepts of engineering design thinking and expand their abilities by merging the engineering design process into STEM project-based learning.
The flow-map method and metalistening technique were utilized to enable preservice technology teachers to create flow maps of engineering design, and a chi-square test was employed to analyze the data. The study employed a quasi-experimental design, and twenty-eight preservice technology teachers participated in the teaching experiment. This study focuses on probing preservice technology teachers’ cognitive structures and how they construct engineering design in technology-learning activities and explores the effects of infusing an engineering design process into science, technology, engineering, and mathematics (STEM) project-based learning to develop preservice technology teachers’ cognitive structures for engineering design thinking.
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