Introduction
Importance for technology curricula
Foundations of LBD
Previous LBD research and objective of this study
Methods
Design of the LBD challenge
Design specifications |
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A. The readily available push button serves as main power switch |
B. One self-designed floor pad, recognizable by a circular form, should flash a light by stepping on it |
C. One self-designed floor pad, recognizable by a triangular form, should flash a second light by stepping on it |
D. To sound the buzzer you have to push two self-designed floor pads, cross and rectangular shaped, simultaneously (with two feet) |
E. It is not allowed to use more design materials than available |
F. The dance pad consists of one piece and can be used frequently without failure |
G. The dance pad has a nice design (an eye candy) and is easy to use |
Material | Quantity | Material | Quantity |
---|---|---|---|
1.5-V AA battery | 2 | Push button | 1 |
AA battery holder | 1 | Light bulb | 2 |
Aluminium foil | 1 roll | Light bulb holder | 2 |
Cardboard (4 colours) | 1 sheet (50 × 70 cm) per colour | Buzzer | 1 |
Tape (one- and double-sided) | 1 roll | Electrical wire | 500 cm |
DC electric circuits objectives | Appearance |
---|---|
1. Students can describe properties of direct current: (A) Conservation of current: current will not be consumed in a circuit; (B) Current can be seen, based on an educational model, as a substance for energy transportation | The interactive simulation shows current flow and enables current measurement |
Real experimentation enables students to measure current flow | |
2. Applying the fact that a battery is an energy source and the driving force behind current flow. Beside a closed circuit this force is a prerequisite for a functional circuit | The effect of a power supply and circuit switching is explored during experimentation |
Dance pad operation is based on circuit switching | |
3. Knowing the effect of series and parallel components on current flow (through a battery): parallel components increase and series components decrease current flow | Similar to objective 1 |
4. Recognizing and designing series, parallel and combined circuits and, with respect to this, identifying and describing circuit operation | Operation is based on proper wiring. Students have to meet design specifications A till D |
Wiring can be studied by experimentation | |
5. Students know that conductors and insulators influence current flow: conductors enable current flow while insulators impede current flow | Students have to design floor pads by combining conducting and insulating materials (design specifications B till D) |
6. Students know that circuits (in daily life) have a purpose in converting an input in an output (action) | The dance pad is a daily life example of a system based on an electric circuit |
Stages (time) | Activitiesa
| Final productsb
|
---|---|---|
1. Introducing the Design Challenge and Context (20–30 min) | Introduction of context, design challenge, activities, organisation, learning sources, time schedules, materials, objectives, etc | |
2. Understanding the Challenge, Messing About, Whiteboarding (50–60 min) | Exploration of the challenge, context and objectives (G) Writing down ideas, (research) questions and hypotheses (G): what to do and learn? Whiteboarding: sharing results; feedback session (C) | Design diary stage 2 • Flip chart for whiteboarding (G) |
3. Investigate & Explore, Poster Session (120–180 min) | Formulate and distribute (scientific) research questions (C) Discussion “fair test rules of thumb” (C) Design and conduct experiments, collect data, conclude (G) Presentation of results: poster session; feedback session (C) Discussion about results and fair testing: redoing/adjustments (C/G) | Design diary stage 3 • Final research questions (C) • Fair test rules of thumb (C) • Laboratory notebook (G) Experiment poster (G) |
4. Establishing Design Rules of Thumb (20–30 min) | Determination of design rules using experiment results (C) Focus on the science content involved: use of science vocabulary and concepts (C) | Design diary stage 4 • Design rules of thumb (C) |
5. Design Planning, Pin-Up Session (80–90 min) | Devise, share and discuss design solutions: divergent thinking (G) Poster: provisional design solution (G) Pin-up session (posters): feedback session (C) Adjusting the provisional design solution (G) Redoing until satisfied: final design solution (C/G) | Design diary stage 5 • Design posters (G) • Design sketch (G) |
6. Construct & Test, Analyse & Explain, Gallery Walk (120–180 min) | Prototyping and design realisation (G) Testing the design: realization of design specifications (G) Gallery walk: determine shortcomings; feedback/reflection (C) Adjustments of the design rules and design solutions (C/G) | Design diary stage 6 • Prototype design (G) |
7. Iterative Redesign (60–120 min) | Iteration of previous steps depending on decisions made (C/G) Improving the design (G) Final discussion about design solutions and scientific concepts (C) | Design diary stage 7 • Final design solution (G) • Final reflection (individual) |
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A fully equipped (online) electronic learning environment (ELE) with guidance for each design stage, background materials regarding skills and practices and space to collect (requested) writings, pictures, sketches, simulations, etc.
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The possibility of using tablets, laptops and smartphones to build a digital design diary and to access digital resources like internet and simulation software.
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The obligation to build virtual simulations in addition to real experiments, based on Finkelstein et al. (2005).
Framework for learning
Type of interaction | Learning-related elements |
---|---|
1. Student (to Student) interaction | (A) Collaboration: sharing information enriches the individual learning process and fortifies knowledge building (Parkinson 2001; Roth 1995). Sketching and drawing helps students to externalise and share their ideas and it allows peers to review ideas (Popovic 2004; Roth 2001). The presence of the construction materials and tools, that are necessary for design creation, stimulates peer discussion about scientific concepts (Murphy and Hennessy 2001; Roth 2001) |
(B) Reflection: reflecting on knowledge, skills, practices, attitudes and received feedback makes students more aware of doing and thinking and stimulates to maintain strengths or to make adjustments. Student collaboration provides input for reflection (Roth 1995) | |
2. Student to teacher interaction | (C) Teacher and peer feedback: providing feedback and receiving peer and expert feedback is invaluable for teaching and learning. Constructive feedback, also important for self-reflection, provides insight into doing and thinking and reveals students’ strengths and weaknesses (Kolodner 2002a; Kolodner et al. 2003b). Constructive feedback is relevant, goal-directed, well timed, behaviour-focused, collaborative, factual and respectful (Wiggins 2012) and focuses on knowledge, skills, practices and attitudes |
(D) Explicit teaching: students often solve problems intuitively by using their awareness and foreknowledge (Hennessy and McCormick 1994; Roth 1995). Students rarely solve problems in a strategic way by using (scientific) domain-related knowledge (Parkinson 2001). Also new insights are rarely linked to underlying concepts. All of this results in trial-and-error behaviour (Popovic 2004). To prevent this, teachers should help students making strategic decisions and knowledge domain connections (Kolodner et al. 2003b; McCormick 1997). By doing this, processes and contents become explicit (Hennessy and McCormick 1994) | |
3. Student to content interaction | (E) Process-related issues: First, mistakes are an important learning source and provide information about students’ (mis)conceptions, so mistakes must not be corrected prematurely, but should be provided by feedback (Kolodner et al. 2003b). Second, experiencing different contexts in which the same concepts occur fortifies learning, because students’ knowledge is always context-related and not directly related to decontextualized knowledge domains. Through de- and recontextualisation, complemented by explication, understanding is supported (Brandsford et al. 2003; Fortus et al. 2004; Johnson 1997; Parkinson 2001). Third, time pressure impedes learning, because students do not take ownership of the learning process (Murphy and Hennessy 2001). Encouraging students using positive and constructive feedback is to be preferred. Fourth, to incentivise the learning process sufficient control of the classroom management and organisation is needed (e.g. through clear instructions and high-quality learning materials) (Bruinsma 2003). However, it is very important teachers know when to intervene and when to hold back: sensitive assistance (Murphy and Hennessy 2001) |
Data collection
Analysis
Qualitative data collection | Implementation | Analysis |
---|---|---|
Observations | Non-participant expert observations (event- and scan-based) guided by observation forms based on learning-related elements in Table 4
| Grouping and categorising observations using labels equal to learning-related issues in Table 4
|
Sound recordings | Recordings of teacher instructions, student–teacher interaction and student–student interaction | Similar to observation analysis Counting relative usage of scientific, design-related terms during student collaboration |
Product analysis | (1) Examining successfulness of design outcomes (two experts) by scoring per design specification based on 3 categories. (2) Examining the underlying science students used for creating their products | (1) Calculating weighted Cohen’s Kappa and the percentage of successes (2) Simply writing down which science, according to Table 2, is visible in products |
Questionnaires | Students had to reflect on the learning process: learning outcomes, disturbing elements and activities that stimulated learning | Categorising and labelling, similar to observation analysis, students’ answers per question |
Interviews | Students: retrospective semi-structured interviews to deepen questionnaire answers. Complemented by stimulated-recall techniques to check the extent to which students used science for the design outcome consciously Teachers: semi-structured interviews to investigate their opinion regarding learning outcomes, disturbing elements and activities that stimulated learning | Similar to questionnaire analysis Determining, by studying students’ reasoning, if underlying science is understood and used consciously for design realisation |
Results
Students’ achievements
Question information | Pre-exam | Post-exam | Difference | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
No. | Obj.a
| Type | Score | Fraction | Score | Fraction | Abs. | GainInd.b
| Gainc
| ||||||
Exp. | Cont. | Exp. | Cont. | Exp. | Cont. | Exp. | Cont. | Exp. | Cont. | Exp. | Cont. | Exp. | |||
1 | 1 | CC | 26 | 9 | 0.33 | 0.35 | 53 | 10 | 0.68 | 0.38 | 27 | 1 | 0.52 | 0.06 | Medium |
6 | 1 | CC | 11 | 3 | 0.14 | 0.12 | 39 | 3 | 0.50 | 0.12 | 28 | 0 | 0.42 | 0.00 | Medium |
5 | 1 | CT | 12 | 2 | 0.15 | 0.08 | 55 | 2 | 0.71 | 0.08 | 43 | 0 | 0.65 | 0.00 | Medium |
9 | 1 | CT | 4 | 2 | 0.05 | 0.08 | 45 | 4 | 0.58 | 0.15 | 41 | 2 | 0.55 | 0.08 | Medium |
12 | 2 | CC | 21 | 7 | 0.27 | 0.27 | 53 | 8 | 0.68 | 0.31 | 32 | 1 | 0.56 | 0.05 | Medium |
17 | 2 | CC | 22 | 8 | 0.28 | 0.31 | 26 | 7 | 0.33 | 0.27 | 4 | −1 | 0.07 | −0.13 | Low |
15 | 2 | CT | 22 | 6 | 0.28 | 0.23 | 32 | 8 | 0.41 | 0.31 | 10 | 2 | 0.18 | 0.10 | Low |
20 | 2 | CT | 23 | 6 | 0.30 | 0.23 | 41 | 6 | 0.53 | 0.23 | 18 | 0 | 0.33 | 0.00 | Medium |
2 | 3 | CC | 46 | 11 | 0.59 | 0.42 | 39 | 13 | 0.50 | 0.50 | −7 | 2 | −0.15 | 0.13 | None |
7 | 3 | CC | 29 | 10 | 0.37 | 0.38 | 59 | 9 | 0.76 | 0.35 | 30 | −1 | 0.61 | −0.10 | Medium |
13 | 3 | CT | 31 | 9 | 0.40 | 0.35 | 35 | 7 | 0.45 | 0.27 | 4 | −2 | 0.09 | −0.22 | Low |
19 | 3 | CT | 27 | 7 | 0.35 | 0.27 | 52 | 8 | 0.67 | 0.31 | 25 | 1 | 0.49 | 0.05 | Medium |
10 | 4 | CC | 24 | 10 | 0.31 | 0.38 | 41 | 12 | 0.53 | 0.46 | 17 | 2 | 0.32 | 0.13 | Medium |
11 | 4 | CC | 22 | 9 | 0.28 | 0.35 | 40 | 7 | 0.51 | 0.27 | 18 | −2 | 0.32 | −0.22 | Medium |
3 | 4 | CT | 17 | 7 | 0.22 | 0.27 | 40 | 7 | 0.51 | 0.27 | 23 | 0 | 0.38 | 0.00 | Medium |
18 | 4 | CT | 48 | 12 | 0.62 | 0.46 | 57 | 11 | 0.73 | 0.42 | 9 | 1 | 0.30 | −0.08 | Medium |
16 | 5 | CC | 22 | 5 | 0.28 | 0.19 | 23 | 7 | 0.30 | 0.27 | 1 | 2 | 0.02 | 0.10 | Low |
8 | 5 | CT | 25 | 7 | 0.32 | 0.27 | 29 | 6 | 0.37 | 0.23 | 4 | −1 | 0.08 | −0.14 | Low |
4 | 6 | CC | 46 | 11 | 0.59 | 0.42 | 59 | 10 | 0.76 | 0.38 | 13 | −1 | 0.41 | −0.09 | Medium |
14 | 6 | CT | 28 | 8 | 0.36 | 0.31 | 48 | 10 | 0.62 | 0.38 | 20 | 2 | 0.40 | 0.11 | Medium |
CC | 269 | 83 | 0.35 | 0.32 | 432 | 86 | 0.56 | 0.33 | 163 | 3 | 0.33 | 0.02 | Medium | ||
CT | 237 | 66 | 0.31 | 0.25 | 434 | 69 | 0.56 | 0.27 | 197 | 3 | 0.37 | 0.02 | Medium | ||
Total | 506 | 149 | 0.33 | 0.29 | 866 | 155 | 0.56 | 0.30 | 360 | 6 | 0.35 | 0.02 | Medium |
Design specification according to Table 1
| Successful | Partially successful | Unsuccessful | |||
---|---|---|---|---|---|---|
Expert 1 | Expert 2 | Expert 1 | Expert 2 | Expert 1 | Expert 2 | |
A | 22 | 23 | 2 | 2 | 1 | 0 |
B | 20 | 20 | 4 | 4 | 1 | 1 |
C | 21 | 20 | 3 | 5 | 1 | 0 |
D | 21 | 21 | 4 | 3 | 0 | 1 |
E | 24 | 24 | 1 | 1 | 0 | 0 |
F | 11 | 10 | 12 | 15 | 2 | 0 |
G | 9 | 11 | 13 | 9 | 3 | 5 |
Example 1 (interview 3) | Example 2 (interview 8) |
---|---|
Q. Why did you use a parallel circuit to build the dance pad? | Q. How your self-designed floor pad works? |
A. Because the laptop told me to do | A. By stepping on it |
Q. Why didn’t you choose a series circuit? | Q. Why does it result in, for example, flashing a light? |
A. Then the dance pad will not work | A. Because we used aluminium foil |
Q. Why? | Q. Why is this foil so special for your design? |
A. Everything goes on and off at the same time | A. Because it lets current through |
Q. Why is it that parallel circuits don’t do this? | Q. Does a normal switch functions like your floor pad? |
A. Because then the parts don’t have the same wire | A. No, a normal switch contains no aluminium foil |
Q. Is there a difference in the amount of current that flows through series or parallel circuits? | Q. How do you call things that can easily let current through? |
A. No, it’s the same battery and current always comes back to the battery | A. Conducting |
Stimulus Example 1: electric circuit | Stimulus Example 2: designed switch |
---|---|
Students’ focus
Learning outcomes: what have you learned from the challenge?a
| Fractionb
|
---|---|
Knowing how to design (a dance pad) and the practice of designing (a dance pad) | 0.33 |
The practice of creating electric circuits (for a dance pad) | 0.18 |
Creating posters for class discussion | 0.13 |
Proper use of construction materials and tools | 0.10 |
(Better) mastery of electric current concepts | 0.09 |
Knowing how to collaborate with students | 0.07 |
Learning outcomes other than mentioned above (e.g. seeking for information, usage of ICT for educational purposes, presentation techniques, engineering concepts) | 0.10 |
Learning-related interactions
Activities | To what degree did the activities listed below help you learn about electricity? | ||||||||
---|---|---|---|---|---|---|---|---|---|
− − [1] | − [2] | o [3] | + [4] | ++ [5] | N | Average | Modus | % (>o) | |
Student (to student) interaction
| 25 | 70 | 83 | 39 | 14 | 231 | 2.8 | 3 | 23 |
Suggestions/advice from peers | 6 | 22 | 29 | 16 | 4 | 77 | 2.9 | 3 | 26 |
Reviewing own thinking/doing | 17 | 29 | 16 | 12 | 3 | 77 | 2.4 | 2 | 19 |
Searching for information | 2 | 19 | 38 | 11 | 7 | 77 | 3.0 | 3 | 23 |
Student to teacher interaction
| 11 | 23 | 56 | 86 | 55 | 231 | 3.7 | 4 | 61 |
Suggestions/advices from teacher | 3 | 9 | 19 | 26 | 20 | 77 | 3.7 | 4 | 60 |
Teacher-guided class sessions | 5 | 5 | 20 | 28 | 19 | 77 | 3.7 | 4 | 61 |
Teacher-guided science talking | 3 | 9 | 17 | 32 | 16 | 77 | 3.6 | 4 | 62 |
Student to content interaction
| 10 | 22 | 62 | 66 | 71 | 231 | 3.7 | 5 | 59 |
Circuit simulation (software) | 0 | 3 | 21 | 23 | 30 | 77 | 4.0 | 5 | 69 |
Real circuit experimentation | 8 | 14 | 19 | 18 | 18 | 77 | 3.3 | 3 | 47 |
Creating products/design(parts) | 2 | 5 | 22 | 25 | 23 | 77 | 3.8 | 4 | 62 |
Student (to student) interaction
Trigger for student–student discussiona
| Fractionb
|
---|---|
Design-related activities and the presence of materials and tools | 0.26 |
Prescribed by the learning task | 0.21 |
The making of sketches and drawings | 0.19 |
Teacher stimulated discussions | 0.16 |
Scientific experimentation (real experiments and simulation software) | 0.10 |
Other triggers (e.g., information seeking, spontaneous discussions, non-task-related triggers) | 0.08 |
Student to teacher and content interaction
Students’ criticisma
| Fractionb
|
---|---|
1. Having lack of time or experiencing time constraints | 0.30 |
2. The complexity of the task due to diversity, complexity and openness | 0.20 |
3. One-sided focus on the dance pad (over a long period) | 0.18 |
4. Difficult to stay focused and concentrated (tumultuous learning environment and task duration) | 0.11 |
5. The dependency on ICT quality (wireless network connection, hardware and software) | 0.09 |
6. The teacher providing advice and guidance instead of answers and confirmation | 0.06 |
Teachers’ criticism: examples of teachers’ pronouncementsc
| Corresponding students’ criticism |
---|---|
“We also ran into time constraints and this led to some amount of stress to get everything done” | 1 |
“Some students had problems to keep on track. […] The learning task is quite complex and appeals to many skills. […] I had to appeal to the utmost of my abilities” | 2, 4 |
“Students often lacked concrete input from me […]. They asked for answers and confirmation […]. It was obvious they often hackled the uncertainty about their progress” | 2, 6 |
“Often I found it difficult to give proper feedback or information. […] I want to help students but I don’t want to impede their learning process by giving too less, too much or wrong information” | 2, 6 |
“It was very busy and noisy in the classroom. A few children asked me to create some rest” | 4 |
“Students described administrative operations as time-consuming, disturbing and confusing. This was strengthened by the fact that internet access was often a problem” | 1, 2, 5 |
“Two groups could not finish their design […] and they were not amused […]. They had just too little time and lost a lot of time due to filling in the design diary” | 1 |
“The network access was frustrating. Also some laptops refused to access the simulation software” | 5 |
“[…] so more teaching or learning activities are necessary to cover the learning content” | 3 |
“[…] and then he asked me whether the dance pad was the only topic or something else was coming on. […] Students often have problems to stay focused when a task is complex or time-consuming” | 1, 2, 3, 4 |