Design‐based science and student learning

By David Fortus, R. C. Dershimer, Joseph Krajcik, Ronald Marx, R. Mamlok-Naaman. 2004

464 citations recorded by the source corpus.

Subfields: Education, Mechanical Engineering

View Paper: https://www.semanticscholar.org/paper/907b7766b168d7b6525abb0c351017066e141844

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In Education

In Mechanical Engineering

Citations in the corpus

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): “…underscores that, while engineering can be a powerful context in which to achieve these goals, leveraging that potential is challenging for students, teachers, and teacher educators (Barnett 2005; Fortus et al. 2004; Kanter 2010; Prevost et al. 2011; Stohlmann et al. 2012; Tran and Nathan 2010).”
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (2008, background): “Despite these challenges, a number of researchers have shown that in highly resourced settings where small numbers of teachers and students can be supported directly by the curriculum designers, inquiry instruction in urban classrooms can be successful (e.g., Bouillion & Gomez, 2001; Fortus, Dershi”
The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting (2009, methodology): “As in other design-based curricula (Fortus et al., 2004; Kolodner, Camp et al., 2003), the presentations are the primary opportunity for students to get feedback from their peers, and for the teacher to use the students’ designs as sources of learning from which the whole class may benefit.”
Design‐based science and real‐world problem‐solving (2005, background): “…are structured around design problems, incorporate the explicit goal of meeting state and US national curriculum standards (Michigan Department of Education, 1996; National Research Council, 1996), and utilize artifacts available at the Henry Ford Museum in Dearborn, Michigan (Fortus et al., 2002).”
The Informed Design Teaching and Learning Matrix (2012, background): “When operating with little functional knowledge of the device, they can generate plans that focus “almost entirely on aesthetic features” (Fortus et al., 2004, p. 1097).”
Engineering Design and Conceptual Change in Science: Addressing thermal energy and heat transfer in eighth grade (2011, background): “With the current and popular integration of science, technology, engineering, and mathematics in K‐12 curricula, some have suggested that engineering design could facilitate desired construction of scientific knowledge and have attempted to design curriculum to do so (Fortus, Dershiimer, Krajcik, Ma”