Solving problems through engineering design: An exploratory study with pre-service teachers
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/20.500.11960/3193 |
Resumo: | A possible pathway to achieve disciplinary integration is through the use of the Engineering Design (ED) process, starting with problems in a real context that enable the mobilization of concepts from various disciplinary areas. The study reported in this paper aims to analyze the performance underlying the use of the ED process in solving authentic problems in a STEAM perspective, with future teachers of elementary education. We adopted a qualitative and interpretative methodology, with an exploratory design, where data were collected through participant observation, documents, artefacts and photographic records. The results are discussed, taking into account previous research and the data collected throughout the classes, where future teachers solved a problem task and created an artefact and a poster. Preliminary results show that the participants valued the experience and were actively engaged, showing persistence and motivation in solving the problem in a collaborative way, through the different steps of the ED cycle. This approach constituted an opportunity to favor the establishment of connections between different areas, such as mathematics, sciences or arts, detecting the possibility of integrating previously learned concepts. Difficulties were evidenced in the identification of some underlying mathematical and physical sciences concepts, particularly in the mobilization of an adequate scientific language while arguing and making decisions, or in accurately justifying the need to improve the designed plan. |
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Solving problems through engineering design: An exploratory study with pre-service teachersEngineering designProblem solvingAuthentic problem tasksHands-on activityConnectionsMathematics educationSTEAM educationA possible pathway to achieve disciplinary integration is through the use of the Engineering Design (ED) process, starting with problems in a real context that enable the mobilization of concepts from various disciplinary areas. The study reported in this paper aims to analyze the performance underlying the use of the ED process in solving authentic problems in a STEAM perspective, with future teachers of elementary education. We adopted a qualitative and interpretative methodology, with an exploratory design, where data were collected through participant observation, documents, artefacts and photographic records. The results are discussed, taking into account previous research and the data collected throughout the classes, where future teachers solved a problem task and created an artefact and a poster. Preliminary results show that the participants valued the experience and were actively engaged, showing persistence and motivation in solving the problem in a collaborative way, through the different steps of the ED cycle. This approach constituted an opportunity to favor the establishment of connections between different areas, such as mathematics, sciences or arts, detecting the possibility of integrating previously learned concepts. Difficulties were evidenced in the identification of some underlying mathematical and physical sciences concepts, particularly in the mobilization of an adequate scientific language while arguing and making decisions, or in accurately justifying the need to improve the designed plan.2023-02-10T14:55:17Z2022-12-04T00:00:00Z2022-12-042022-12-11T14:07:04Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/20.500.11960/3193eng2227-710210.3390/educsci12120889Vale, IsabelBarbosa, AnaPeixoto, AnaFernandes, Fátimainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-21T14:37:03Zoai:repositorio.ipvc.pt:20.500.11960/3193Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:43:38.031682Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Solving problems through engineering design: An exploratory study with pre-service teachers |
title |
Solving problems through engineering design: An exploratory study with pre-service teachers |
spellingShingle |
Solving problems through engineering design: An exploratory study with pre-service teachers Vale, Isabel Engineering design Problem solving Authentic problem tasks Hands-on activity Connections Mathematics education STEAM education |
title_short |
Solving problems through engineering design: An exploratory study with pre-service teachers |
title_full |
Solving problems through engineering design: An exploratory study with pre-service teachers |
title_fullStr |
Solving problems through engineering design: An exploratory study with pre-service teachers |
title_full_unstemmed |
Solving problems through engineering design: An exploratory study with pre-service teachers |
title_sort |
Solving problems through engineering design: An exploratory study with pre-service teachers |
author |
Vale, Isabel |
author_facet |
Vale, Isabel Barbosa, Ana Peixoto, Ana Fernandes, Fátima |
author_role |
author |
author2 |
Barbosa, Ana Peixoto, Ana Fernandes, Fátima |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Vale, Isabel Barbosa, Ana Peixoto, Ana Fernandes, Fátima |
dc.subject.por.fl_str_mv |
Engineering design Problem solving Authentic problem tasks Hands-on activity Connections Mathematics education STEAM education |
topic |
Engineering design Problem solving Authentic problem tasks Hands-on activity Connections Mathematics education STEAM education |
description |
A possible pathway to achieve disciplinary integration is through the use of the Engineering Design (ED) process, starting with problems in a real context that enable the mobilization of concepts from various disciplinary areas. The study reported in this paper aims to analyze the performance underlying the use of the ED process in solving authentic problems in a STEAM perspective, with future teachers of elementary education. We adopted a qualitative and interpretative methodology, with an exploratory design, where data were collected through participant observation, documents, artefacts and photographic records. The results are discussed, taking into account previous research and the data collected throughout the classes, where future teachers solved a problem task and created an artefact and a poster. Preliminary results show that the participants valued the experience and were actively engaged, showing persistence and motivation in solving the problem in a collaborative way, through the different steps of the ED cycle. This approach constituted an opportunity to favor the establishment of connections between different areas, such as mathematics, sciences or arts, detecting the possibility of integrating previously learned concepts. Difficulties were evidenced in the identification of some underlying mathematical and physical sciences concepts, particularly in the mobilization of an adequate scientific language while arguing and making decisions, or in accurately justifying the need to improve the designed plan. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-04T00:00:00Z 2022-12-04 2022-12-11T14:07:04Z 2023-02-10T14:55:17Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/20.500.11960/3193 |
url |
http://hdl.handle.net/20.500.11960/3193 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2227-7102 10.3390/educsci12120889 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799131522490433536 |