Print Email Facebook Twitter Characterizing conceptual understanding during design-based learning Title Characterizing conceptual understanding during design-based learning: Analyzing students' design talk and drawings using the chemical thinking framework Author Stammes, Hanna (Radboud Universiteit Nijmegen) Henze, Ineke (Radboud Universiteit Nijmegen) Barendsen, Erik (Radboud Universiteit Nijmegen) de Vries, M.J. (TU Delft Science Education and Communication; TU Delft Ethics & Philosophy of Technology) Date 2022 Abstract Design-based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design-based learning contexts has thus continued to be an important field of research. To help advance such work, we explored the affordances of a novel analytic approach for studying data gathered in design-based learning classrooms. We used the “chemical thinking framework,” specifically its “conceptual sophistication” dimension, to analyze 10th-grade, chemistry students' design talk and drawings. We gathered this data during small-group design planning and drawing activities in the classrooms of two teachers whose students were designing a product that harnesses chemical energy to change the temperature of a beverage or snack. The findings demonstrate that this analytic approach was able to reveal that students (implicitly) drew on their understanding of several chemistry concepts while designing. Moreover, it showed that students could use everyday as well as more sophisticated understandings regarding a given chemistry concept while designing. This study furthermore unveiled differences in what and how students' design talk and drawings may reveal use of conceptual understanding, and it showed that different student teams may use a unique combination of understandings during design planning and drawing. We describe how this study's analytic approach complements existing approaches in design-based learning research, and how our findings provide implications for research and practice. Subject chemistry educationconceptual understandingdesign drawingsdesign talkdesign-based learning To reference this document use: http://resolver.tudelft.nl/uuid:913bb6c9-a08e-4b2a-bd86-d04de1df162b DOI https://doi.org/10.1002/tea.21812 ISSN 0022-4308 Source Journal of Research in Science Teaching, 60 (3), 643-674 Part of collection Institutional Repository Document type journal article Rights © 2022 Hanna Stammes, Ineke Henze, Erik Barendsen, M.J. de Vries Files PDF J_Res_Sci_Teach_2022_Stam ... udents.pdf 4.17 MB Close viewer /islandora/object/uuid:913bb6c9-a08e-4b2a-bd86-d04de1df162b/datastream/OBJ/view