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A REVIEW OF CULTIVATING STUDENTS’ DESIGN COGNITION IN STEM EDUCATION
1 The Chinese University of Hong Kong (HONG KONG)
2 The Chinese University of Hong Kong, Department of Curriculum and Instruction & Centre for Learning Sciences and Technologies (HONG KONG)
3 The Chinese University of Hong Kong, Department of Curriculum and Instruction (HONG KONG)
About this paper:
Appears in: INTED2023 Proceedings
Publication year: 2023
Pages: 2774-2777
ISBN: 978-84-09-49026-4
ISSN: 2340-1079
doi: 10.21125/inted.2023.0765
Conference name: 17th International Technology, Education and Development Conference
Dates: 6-8 March, 2023
Location: Valencia, Spain
Abstract:
Design cognition is regarded as an important construct in the realm of STEM education. Adopting the model of PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and the conceptual framework of Meaningful Learning, the present review aims to look into, from the current literature, how students’ design cognition can be cultivated in the context of STEM education and the corresponding effectiveness. Apart from that, it also reveals various pedagogical problems and issues with respect to design cognition cultivation, such as lack of adequate teacher scaffolding and peer support, functional defects of technical tools regarding teamwork and solution generation scaffolds, etc.
Keywords:
Design cognition, STEM education, Meaningful Learning.