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While our world consistently presents complicated, interdisciplinary problems with STEM foundations, most pre-university curricula do not encourage drawing on multidisciplinary knowledge in the sciences and engineering to create solutions. We developed an instructional approach, Iterative Science and Engineering (ISE), that cycles through scientific investigation and engineering design and culminates in constructing a solution to a local environmental challenge. Next, we created, revised, and evaluated a six-week ISE curricular program, Invasive Insects, culminating in 6th–9th-grade students building traps to mitigate local invasive insect populations. Over three Design-Based Research (DBR) cycles, we gathered and analyzed identical pre and post-test data from 554 adolescents to address the research question: what three-dimensional (3D) science and engineering knowledge do adolescents demonstrate over three DBR cycles associated with a curricular program following the Iterative Science and Engineering instructional approach? Results document students’ significant statistical improvements, with differential outcomes in different cycles. For example, most students demonstrated significant learning of 3D science and engineering argument construction in all cycles—still, students only significantly improved engineering design when they performed guided reflection on their designs and physically built a second trap. Our results suggest that the development, refinement, and empirical evaluation of an ISE curricular program led to students’ design, building, evaluation, and sharing of their learning of mitigating local invasive insect populations. To address complex, interdisciplinary challenges, we must provide opportunities for fluid and iterative STEM learning through scientific investigation and engineering design cycles.
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Seeking a Comprehensive Theory About the Development of Scientific Thinking
Our technological, information-rich society thrives because of scientific thinking. However, a comprehensive theory of the development of scientific thinking remains elusive. Building on previous theoretical and empirical work in conceptual change, the role of credibility and plausibility in evaluating scientific evidence and claims, science engagement, active learning in STEM education, and the development of empirical thinking, we chart a pathway toward a comprehensive theory of the development of scientific thinking as an example of theory building in action. We detail the structural similarity and progressive transformation of our models and perspectives, highlighting factors for incorporation into a novel theory. This theory will focus on beneficial outcomes of a more collaborative scientific community and increasing scientific literacy through deeper science understanding for all people.
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- PAR ID:
- 10521223
- Publisher / Repository:
- Springer Nature
- Date Published:
- Journal Name:
- Educational Psychology Review
- Volume:
- 36
- Issue:
- 3
- ISSN:
- 1040-726X
- Page Range / eLocation ID:
- 72
- Subject(s) / Keyword(s):
- development of scientific thinking, scientific literacy, science expertise, scientific evaluation
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1007/s10648-024-09911-z
