Learning concepts is a real challenge for learners because of the abstract nature of concepts. This holds particularly true for concepts in science and technology education where learning concepts by doing design activities is potentially a powerful way to overcome that learning barrier. Much depends, however, on the role of the teacher.
Design-Based Concept Learning in Science and Technology Education brings together contributions from researchers that have investigated what conditions need to be fulfilled to make design-based education work. The chapters contain studies from a variety of topics and concepts in science and technology education. So far, studies on design-based learning have been published in a variety of journals, but never before were the outcomes of those studies brought together in one volume. Now an overview of insights about design-based concept learning is presented with expectations about future directions and trends.
Ineke Henze is an assistant professor of Science Education at Delft University of Technology, the Netherlands. Her research interests focus on teacher professional knowledge and skills (including PCK) and student learning in modern STEM education.
Marc J. de Vries is professor of Science Education and professor of Christian Philosophy of Technology at Delft University of Technology, the Netherlands. He is also the current editor-in-chief of the
International Journal of Technology & Design Education.
List of Figures and Tables
Notes on Contributors
PART 1: Introduction
1 Design-Based Concept Learning: An Introduction
Ineke Henze and Marc J. de Vries 2 Design-Based Learning in Science and Technology as Integrated STEM
Marc J. de Vries
PART 2: Science Concepts
3 The Nature of Matter in a Design-Based Chemistry Task: From Macroscopic Properties to the Microscopic Models of Materials Using the Notion of Activity Theory for Curriculum Design
Astrid M. W. Bulte, Marijn R. Meijer and Albert Pilot 4 Supporting Conceptual Change in Chemistry through Design-Based Learning: The Heating/Cooling System Unit
Xornam S. Apedoe, Michelle R. Ellefson and Christian D. Schunn 5 Design-Based Concept Learning in Physics Education: Electricity
Dave van Breukelen 6 Design-Based Learning in Electronics and Mechatronics: Exploring the Application in Schools
Yaron Doppelt and Moshe Barak 7 Modeling and Concept Learning in Calculus
Jeroen G. Spandaw
PART 3: Technology/Engineering Concepts
8 Design-Based Learning in Engineering Education
Sonia María Gómez Puente 9 Systems in Everyday Lives: Making the Invisible Visible
Maria Svensson 10 Design Based Learning of the Design Brief Concept
S. de Haan-Topolscak and L. Smits 11 Design-Based Biotechnological Learning: Distinct Knowledge Forms Supporting Technology and Science Conceptual Understanding
John G. Wells 12 Analogies in Biomimicry
Laura Stevens, Helen Kopnina, Karel Mulder and Marc J. de Vries
PART 4: Methods and Approaches
13 A Mind Set Called Design Thinking
Maarten C. A. van der Sanden and Caroline Wehrmann 14 Teachers Noticing Chemical Thinking While Students Plan and Draw Designs
Hanna Stammes, Ineke Henze, Erik Barendsen and Marc J. de Vries 15 Teachers’ Reported Practice of Verbal Scaffolding during Design Activities
Sathyam Sheoratan, Ineke Henze, Erik Barendsen and Marc J. de Vries
PART 5: Conclusion
16 Design-Based Concept Learning: Themes and Possible Futures
Ineke Henze and Marc J. de Vries
All interested in new design-related pedagogy for science and technology education.