The Influence of Toy Design Activities on Middle School Students’ Understanding of the Engineering Design Processes     

Ninger Zhou  Nielsen L. Pereira  Tarun Thomas George  Jeffrey Alperovich  Joran Booth  Senthil Chandrasegaran  Jeffrey David Tew  Devadatta M. Kulkarni  Karthik Ramani 《Journal of Science Education and Technology》2017,26(5):481-493

The societal demand for inspiring and engaging science, technology, engineering, and mathematics (STEM) students and preparing our workforce for the emerging creative economy has necessitated developing students’ self-efficacy and understanding of engineering design processes from as early as elementary school levels. Hands-on engineering design activities have shown the potential to promote middle school students’ self-efficacy and understanding of engineering design processes. However, traditional classrooms often lack hands-on engineering design experiences, leaving students unprepared to solve real-world design problems. In this study, we introduce the framework of a toy design workshop and investigate the influence of the workshop activities on students’ understanding of and self-efficacy beliefs in engineering design. Using a mixed method approach, we conducted quantitative analyses to show changes in students’ engineering design self-efficacy and qualitative analyses to identify students’ understanding of the engineering design processes. Findings show that among the 24 participants, there is a significant increase in students’ self-efficacy beliefs after attending the workshop. We also identified major themes such as design goals and prototyping in students’ understanding of engineering design processes. This research provides insights into the key elements of middle school students’ engineering design learning and the benefits of engaging middle school students in hands-on toy design workshops.  相似文献   

Exploring a refined model of home literacy activities and associations with children’s emergent literacy skills     

Krijnen  Eke  van Steensel  Roel  Meeuwisse  Marieke  Jongerling  Joran  Severiens  Sabine 《Reading and writing》2020,33(1):207-238

Reading and Writing - Based on the Home Literacy Model, this study explored a refined model of home literacy activities and their relations with children’s emergent literacy skills in a...  相似文献   

On the Trajectories of the Predetermined ALT Model: What Are We Really Modeling?     

Joran Jongerling  Ellen L. Hamaker 《Structural equation modeling》2013,20(3):370-382

This article shows that the mean and covariance structure of the predetermined autoregressive latent trajectory (ALT) model are very flexible. As a result, the shape of the modeled growth curve can be quite different from what one might expect at first glance. This is illustrated with several numerical examples that show that, for example, a linear trajectory might be present among the model predicted scores even though no latent change parameter was included in the model. In addition, 2 examples are given that show that the predetermined ALT model can fit to data generated by models with model structures that are rather different from that of the ALT model itself. The practical relevance of these findings is demonstrated using an empirical example. We end by providing recommendations for researchers considering the use of the predetermined ALT model.  相似文献   

Reflection on exam grades to improve calibration of secondary school students: a longitudinal study     

Nederhand  Marloes L.  Tabbers  Huib K.  Jongerling  Joran  Rikers  Remy M. J. P. 《Metacognition and Learning》2020,15(3):291-317

Metacognition and Learning - Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their...  相似文献   

Examining Middle School Students’ Engineering Design Processes in a Design Workshop     

Zhou  Ninger  Pereira  Nielsen  Chandrasegaran  Senthil  George  Tarun Thomas  Booth  Joran  Ramani  Karthik 《Research in Science Education》2019,51(2):617-646

Design thinking has an important role in STEM education. However, there has been limited research on how students engage in various modalities throughout the design process in hands-on design tasks. To promote middle school students’ engineering literacy, it is necessary to examine the use of design modalities during design. Using a case study approach, we examine middle school students’ design stages and modalities during design activities. We also identify the patterns of design processes in the teams with different design outcomes. Drawing on theories in design thinking and embodied interaction, we proposed a framework and devised a video analysis protocol to examine students’ design stages and modalities. Middle school students attending a design workshop engaged in two design activities in teams of 3–4 people. The design sessions were video recorded and analyzed using the video analysis protocol. The teams engaged in the stages of planning, building, and testing, while employing the verbal, the visual, and the physical modalities. The teams that varied in design outcomes exhibited different patterns in the use of multiple modalities during the design stages. This study contributes to research on design thinking by proposing a framework for analyzing middle school students’ multimodal design processes and presenting data visualization methods to identify patterns in design stages and modalities. The findings suggest the necessity to examine students’ use of design modalities in the context of design stages and imply the potential benefits of using multiple modalities during design. The implications for future research and education practices are also discussed.

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Early life stress and behavior problems in early childhood: Investigating the contributions of child temperament and executive functions to resilience     

Donna A. de Maat  Isabel K. Schuurmans  Joran Jongerling  Stephen A. Metcalf  Nicole Lucassen  Ingmar H. A. Franken  Peter Prinzie  Pauline W. Jansen 《Child development》2022,93(1):e1-e16

This preregistered study examined whether child temperament and executive functions moderated the longitudinal association between early life stress (ELS) and behavior problems. In a Dutch population-based cohort (n = 2803), parents reported on multiple stressors (age 0–6 years), child temperament (age 5), and executive functions (age 4), and teachers rated child internalizing and externalizing problems (age 7). Results showed that greater ELS was related to higher levels of internalizing and externalizing problems, with betas reflecting small effects. Lower surgency buffered the positive association of ELS with externalizing problems, while better shifting capacities weakened the positive association between ELS and internalizing problems. Other child characteristics did not act as moderators. Findings underscore the importance of examining multiple protective factors simultaneously.  相似文献   

Model method drawing acts as a double-edged sword for solving inconsistent word problems     

de Koning  Bj&#;rn B.  Boonen  Anton J. H.  Jongerling  Joran  van Wesel  Floryt  van der Schoot  Menno 《Educational Studies in Mathematics》2022,111(1):29-45

Educational Studies in Mathematics - Drawing bar diagrams has been shown to improve performance on mathematical word problems wherein the relational keyword is consistent with the required...  相似文献