The Informed Design Teaching and Learning Matrix

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High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content (2014, background): “However, research has shown that students struggle with engaging in model-based reasoning around their design work [see review in Crismond and Adams (2012)].”
Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings (2017, background): “The iterative feature of engineering design can be particularly powerful for school students, as it prompts them to test and revise a possible solution to create the best possible outcome, thus potentially promoting “learning while designing" (Crismond & Adams, 2012, p. 744).”
Reflective Decision‐Making in Elementary Students' Engineering Design (2017, methodology): “However, taken as a whole, the literature suggests that as engineers become more expert designers, they tend to rely more heavily on reflective decision-making (Crismond & Adams, 2012).”
ENHANCING STUDENTS’ PROBLEM-SOLVING SKILLS THROUGH CONTEXT-BASED LEARNING (2014, neutral): “Furthermore, many studies noted that the key differences between expert and novice problemsolvers was the ability to define problem, collect data, and analysis the feasibility of potential solutions (Atman, Adams, Cardella, Turns, Mosborg & Saleem, 2007; Conley, 2011; Crismond & Adams, 2012).”