Structural Relationships among High School Students’ Scientific Knowledge, Critical Thinking, Engineering Design Process, and Design Product

With an increased emphasis on science, technology, engineering, and mathematics (STEM) education, educators have often adopted engineering projects for integrating interdisciplinary knowledge through engineering design process. However, there is scant research that has empirically documented the rel...

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Bibliographic Details
Published in:International journal of science and mathematics education Vol. 18; no. 6; pp. 1001 - 1022
Main Authors: Yu, Kuang-Chao, Wu, Pai-Hsing, Fan, Szu-Chun
Format: Journal Article
Language:English
Published: Singapore Springer Singapore 01.08.2020
Springer
Springer Nature B.V
Subjects:
Cognition & reasoning
Critical Thinking
Design
Design engineering
Education
Engineering
Engineering Education
High School Students
Influence of Technology
Knowledge
Mathematics Education
Multivariate statistical analysis
Science Education
Scientific Literacy
Secondary School Science
Secondary school students
Secondary schools
Structural equation modeling
Structural Equation Models
Student Characteristics
Student Projects
Students
Technical education
Technology Education
Thinking Skills
Engineering design process
Structural equation modeling
Critical thinking
Scientific knowledge
ISSN:1571-0068, 1573-1774
Online Access:Get full text
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Summary:With an increased emphasis on science, technology, engineering, and mathematics (STEM) education, educators have often adopted engineering projects for integrating interdisciplinary knowledge through engineering design process. However, there is scant research that has empirically documented the relationships among students’ understanding of the knowledge and their characteristics on the design product. This study uses structural equation modeling to examine the influence of students’ scientific knowledge, design process, and critical thinking on their design product of the engineering project. A theoretical model was constructed to identify the factors that affected the design product. Study data were collected from 613 high school students, aged 16–17 years, regarding their scientific knowledge, design processes, and critical thinking. The results showed that design process played a mediating role in the effects of knowledge and critical thinking on the final design product. Students who could deduce, explain, and evaluate had an increased ability to apply scientific knowledge during the design process. These results indicate that scientific knowledge has an effect on the process and products of engineering projects completed by high school students. This study also suggested that the science and technology education community should consider offering high school students learning opportunities to promote their cognitive skills and facilitate connections between knowledge and practice.
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ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-019-10007-2