Abstract
Investigating students' thinking in routine classroom tasks, especially in science and engineering, is crucial. Given the rising interest in STEM Ways of Thinking (SWoT), in this exploratory study, we focus on two multi-week Engineering Design tasks within an undergraduate physics laboratory. Given that the term 'ways of thinking' has varied interpretations, we aim to further the discourse by identifying four SWoTs: Design Thinking, Physics Concepts, Mathematical Constructs, and Metacognitive Reflection. Analyzing discussions from 14 student-groups reveals notable differences in how students solve an instructor-assigned challenge given earlier in the semester and a student-generated challenge later in the semester. Students considered physics concepts more frequently and combined mathematical and physics concepts in more detail in the latter task. Our findings underscore the value of small-group discussions in understanding and operationalizing SWoT. We acknowledge the need for diverse frameworks and believe our study can benefit educators and researchers exploring similar strategies.
Date of this Version
9-6-2024
Published in:
Subramaniam, RC; LaFontaine, C; Bralin, A; Morphew, JW; Rebello, CM; Rebellow, NS. (2024) Characterising STEM Ways of Thinking in Engineering Design (ED)-based tasks. Physics Education Research Conference 2024. pg 90-96. https://doi.org/10.1119/perc.2024.pr.Chatta_Subramaniam
Link to original published article:
https://doi.org/10.1119/perc.2024.pr.Chatta_Subramaniam
Comments
This is the publisher PDF of Subramaniam, RC; LaFontaine, C; Bralin, A; Morphew, JW; Rebello, CM; Rebellow, NS. (2024) Characterising STEM Ways of Thinking in Engineering Design (ED)-based tasks. Physics Education Research Conference 2024. pg 90-96. Published CC-BY, it is also available at DOI: 10.1119/perc.2024.pr.Chatta_Subramaniam.