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1. Bridging the design-science gap with tools: Science learning and design behaviors in a simulated environment for engineering design: BRIDGING THE DESIGN-SCIENCE GAP

   https://doi.org/10.1002/tea.21398  

   Chao, Jie ; Xie, Charles ; Nourian, Saeid ; Chen, Guanhua ; Bailey, Siobhan ; Goldstein, Molly H. ; Purzer, Senay ; Adams, Robin S. ; Tutwiler, M. Shane ( October 2017 , Journal of Research in Science Teaching)
2. How Should We Measure Creativity in Engineering Design? A Comparison Between Social Science and Engineering Approaches

   https://doi.org/10.1115/1.4049061  

   Miller, Scarlett R. ; Hunter, Samuel T. ; Starkey, Elizabeth ; Ramachandran, Sharath ; Ahmed, Faez ; Fuge, Mark ( March 2021 , Journal of Mechanical Design)

   null (Ed.)

   Abstract Design researchers have long sought to understand the mechanisms that support creative idea development. However, one of the key challenges faced by the design community is how to effectively measure the nebulous construct of creativity. The social science and engineering communities have adopted two vastly different approaches to solving this problem, both of which have been deployed throughout engineering design research. The goal of this paper was to compare and contrast these two approaches using design ratings of nearly 1000 engineering design ideas. The results of this study identify that while these two methods provide similar ratings of idea quality, there was a statistically significant negative relationship between these methods for ratings of idea novelty. In addition, the results show discrepancies in the reliability and consistency of global ratings of creativity. The results of this study guide the deployment of idea ratings in engineering design research and evidence. 

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3. The impact of engineering curriculum design principles on elementary students’ engineering and science learning

   https://doi.org/10.1002/tea.21601  

   Cunningham, Christine M. ; Lachapelle, Cathy P. ; Brennan, Robert T. ; Kelly, Gregory J. ; Tunis, Chris San Antonio ; Gentry, Christine A. ( November 2019 , Journal of Research in Science Teaching)

   The Framework for K‐12 Science Education and the Next Generation Science Standards propose that students learn core ideas and practices related to engineering as well as science. To do so, students will need high‐quality curricular materials designed to meet these goals. We report an efficacy study of an elementary engineering curriculum, Engineering is Elementary (EiE) that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students. To measure the impact of the curriculum, we conducted a cluster randomized controlled trial in 604 classrooms in 152 schools in three states. Schools were randomly assigned to either the treatment curriculum or to a comparison curriculum that addressed the same learning goals but did not include several critical components. Results show that students who used the treatment curriculum (EiE) regardless of demographic characteristics outperformed students in the comparison group on outcome measures of both engineering and science content learning. The results show that curriculum design affects student‐learning outcomes.

    

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4. Characterizing the ‘design-science gap’ in an engineering design-based laboratory unit in an introductory physics course for future engineers

   Chatta Subramaniam, R ; Bralin, A ; Morphew, J.W. ; Rebello, C.M. ; Rebello, N.S. ( January 2023 , Physics Education Research Conference proceedings)

   Jones, D.L. (Ed.)
5. The role of self-regulated learning on science and design knowledge gains in engineering projects

   https://doi.org/10.1080/10494820.2020.1761837  

   Zheng, Juan ; Xing, Wanli ; Huang, Xudong ; Li, Shan ; Chen, Guanhua ; Xie, Charles ( May 2020 , Interactive Learning Environments)

   Research on self-regulated learning (SRL) in engineering design is growing. While SRL is an effective way of learning, however, not all learners can regulate themselves successfully. There is a lack of research regarding how student characteristics, such as science knowledge and design knowledge, interact with SRL. Adapting the SRL theory in the field of engineering design, this study proposes a research model to examine the mediation and causal relationships among science knowledge, design knowledge, and SRL activities (i.e. observation, formulation, reformulation, analysis, evaluation). Partial least squares modeling was utilized to examine how the science and design knowledge of 108 ninth-grade participants interacted with their SRL activities in the process of performing an engineering task. Results reveal that prior science and design knowledge positively predict SRL activities. They also show that reformulation and analysis are the two SRL activities that can lead to an improvement in post science and design knowledge, but excessive observation can hinder post design knowledge. These results have important implications for the construction of learning environments to support SRL based on students’ prior knowledge levels. 

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