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Erschienen in: International Journal of Technology and Design Education 5/2020

20.06.2019

The development of relational reasoning in primary and secondary school students: a longitudinal investigation in technology education

verfasst von: Sophie Jablansky, Patricia A. Alexander, Denis Dumas, Vicki Compton

Erschienen in: International Journal of Technology and Design Education | Ausgabe 5/2020

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Abstract

For several decades, there has been a push to advance students’ knowledge and abilities in science, technology, engineering, and mathematics (STEM). One capacity that has been linked positively to STEM achievement is relational reasoning, which involves identifying associations between objects, ideas, and situations. Yet, few studies have examined relational reasoning and its component forms (i.e., analogy, anomaly, antinomy, antithesis) within the domain of technology or how these abilities might change over time. The present study explored the development of primary and secondary school students’ relational reasoning over a period of 2 years as they interacted with technological objects. Participants (n = 59) were a subset of a nationally representative random sample between 5 and 18 years old. Students met with a researcher to discuss the form and function of a familiar and unfamiliar technological object at two time points. Results demonstrated that students of all ages used relational reasoning to identify associations between objects’ functionality and form, but that the types and amounts of relational reasoning varied by grade group, time, and object familiarity. This study has implications for researchers and practitioners interested in the development of relational reasoning and technological literacy, and suggests possible ways of enhancing both.

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Metadaten
Titel
The development of relational reasoning in primary and secondary school students: a longitudinal investigation in technology education
verfasst von
Sophie Jablansky
Patricia A. Alexander
Denis Dumas
Vicki Compton
Publikationsdatum
20.06.2019
Verlag
Springer Netherlands
Erschienen in
International Journal of Technology and Design Education / Ausgabe 5/2020
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI
https://doi.org/10.1007/s10798-019-09529-1

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