โปรดใช้ความระมัดระวังขณะสอนวิทยาศาสตร์โดยการออกแบบ

Ladapa Ladachart; Luecha Ladachart

doi:10.55766/HLCI2091

Authors

Ladapa Ladachart Chiang Mai University
Luecha Ladachart Curriculum and Instruction, School of Education, University of Phayao, Thailand

DOI:

https://doi.org/10.55766/HLCI2091

Keywords:

Learning by Design, Design-based Learning, Design-science Gap, STEM Education

Abstract

Due to the STEM education policy in Thailand, science teachers are encouraged to use an engineering design process for teaching and learning science with other subjects. However, learning by engineering design may not always lead to science learning because of the different goals and different nature of science and engineering. Nonetheless, some teachers and educators may overlook these differences by assuming that science learning will occur spontaneously through design activities. In actuality, students need serious scaffolding to achieve design-based learning. This article aims to raise awareness about what Vattam and Kolodner (2008) call the “design-science gap” which often occurs in teaching and learning science through design. This article discusses how to narrow this gap, which will result in more effective science learning through design.

Author Biography

Ladapa Ladachart, Chiang Mai University

Science Education

References

Apedoe, X. S., Reynolds, B., Ellefson, M. R., & Schunn, C. D. (2008). Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit. Journal of Science Education and Technology. 17(5): 454-465.

Apedoe, S. X., & Schunn, C. D. (2013). Strategies for Success: Uncovering What Makes Students Successful in Design and Learning. Instructional Science. 41(4): 773-791.

Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing Elementary Teachers’ Enactment of High-Leverage Practices through Engineering Design-based Science Instruction. Science Education. 102(2): 342-376.

Chase, C. C., Malkiewich, L., & Kumar, A. S. (2019). Learning to Notice Science Concepts in Engineering Activities and Transfer Situations. Science Education. 103(2): 440-471.

Chinn, C. A., & Brewer, W. F. (1993). The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction. Review of Educational Research. 63(1): 1-49.

Chinn, C. A., & Malhotra, B. A. (2002). Children’s Responses to Anomalous Scientific Data: How Is Conceptual Change Impeded? Journal of Educational Psychology. 94(2): 327-343.

Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok-Naaman, R. (2005). Design-Based Science and Real-World Problem-Solving. International Journal of Science Education. 27(7): 855-879.

Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making Sense of “STEM Education” in K-12 Contexts. International Journal of STEM Education. doi: https://doi.org/10.1186/s40594-018-0127-2.

Institute for the Promotion of Teaching Science and Technology. (2014). STEM Education Thailand. (In Thai). [On-line]. Available: http://www.stemedthailand.org.

Institute for the Promotion of Teaching Science and Technology. (2015). Basic Knowledge about STEM Education. (In Thai). [On-line]. Available: http://www.stemedthailand.org/wp-content/uploads/2015/

/newIntro-to-STEM.pdf.

King, D. & English, L. D. (2016). Engineering Design in the Primary School: Applying STEM Concepts to Build an Optical Instrument. International Journal of Science Education. 38(18): 2762-2794.

Kolodner, J. L., Camp, P. J., Crismond, C. D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003). Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by DesignTM into Practice. The Journal of the Learning Sciences. 12(4): 495-547.

Ladachart, L. (2018). Teaching and Learning Science Scientifically: History, Philosophy, and Education. (In Thai). Bangkok: Chulalongkorn University Press.

Ladachart, L. & Ladachart, L. (2018). From Scientific Literacy and Inquiry to STEM Education and Design. (In Thai). Journal of Education, Naresuan University. 20(1): 246-260.

Ladachart, L., Phothong, W., Rittikoop, W., & Ladachart, L. (2018a). STEM Education and Engineering Design According to Teachers’ Understandings and Perspectives. (In Thai). Journal of Education, Burapha University. 30(1): 89-103.

Ladachart, L., Phothong, W., Rittikoop, W., & Ladachart, L. (2018b). Teachers’ Understandings and Views about STEM Education and Engineering Design. (In Thai). Silpakorn University Journal. 39(3): 133-149.

Lobato, J., Rhodehamel, B., & Hohensee, C. (2012). “Noticing” as an Alternative Transfer of Learning Process. The Journal of the Learning Sciences. 21(3): 433-482.

Malkiewich, L. J., & Chase, C. C. (2019). Focusing Processes: Potential Pathways for Transfer of Science Concepts from an Engineering Task. International Journal of Science Education. 41(11): 1475-1495.

Ministry of Education. (2017). Indicators and Core Science Learning Content (Revised Version B.E. 2560) According to Basic Education Curriculum B.E. 2551. (In Thai). Bangkok: The Agricultural Co-Operative Federation of Thailand Printing Press.

Office of the National Economic and Social Development Council. (2018). National Strategy for 20 Years (B.E. 2561-2580). (In Thai). [On-line]. Available: http://www.nesdb.go.th/download/document/SAC/

NS_PlanOct2018.pdf

Park, D., Park, M., & Bates, A. B. (2018). Exploring Young Children’s Understanding about the Concept of Volume through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education. 16(2): 275-294.

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education. 66(2): 211-227.

Puntambekar, S. & Kolodner, J. L. (2005). Toward Implementing Distributed Scaffolding: Helping Students Learn Science from Design. Journal of Research in Science Teaching. 42(2): 185-217.

Sadler, P. M., Coyle, H. P., & Schwartz, M. (2000). Engineering Competitions in the Middle School Classroom: Key Elements in Developing Effective Design Challenges. The Journal of the Learning Sciences. 9(3): 299-327.

Schauble, L. (1990). Belief Revision in Children: The Role of Prior Knowledge and Strategies for Generating Evidence. Journal of Experimental Child Psychology. 49(1): 31-57.

Schauble, L., Klopfer, L. E., & Raghavan, K. (1991). Students’ Transition from an Engineering Model to a Science Model of Experimentation. Journal of Research in Science Teaching. 28(9): 859-882.

The Secretariat of the House of Representatives. (2016). Thailand 4.0. (In Thai). [On-line]. Available: https://library2.parliament.go.th/ejournal/content_af/2559/jul2559-5.pdf

Vattam, S. S. & Kolodner, J. L. (2008). On Foundations of Technological Support for Addressing Challenges Facing Design-based Science Learning. Pragmatics and Cognition. 16(2): 406-437.

Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

Wendell, K. B. & Lee, H. (2010). Elementary Students’ Learning of Materials Science Practices through Instruction Based on Engineering Design Tasks. Journal of Science Education and Technology. 19(6): 580-601.

Wendell, K. B. & Rogers, C. (2013). Engineering Design-based Science, Science Content Performance, and Scientific Attitudes in Elementary School. Journal of Engineering Education. 102(4): 513-540.

Wertsch, J. V. (1985). Vygotsky and the Social Formation of the Mind. Cambridge: Harvard University Press.