Accessing Students' Diverse Repertoire of Science Ideas From a Solar Oven Design Project

• In Event: Poster Session 3
  In Poster Session: Scientific Practices and the Learning of Science

Abstract

Middle school students enjoy doing open-ended design projects, but often fail to learn science concepts underlying such projects. Teachers, in turn, struggle to provide effective guidance to enhance students’ learning in such activities. In this study, we explore students’ ideas about heat transfer in the context of a computer-supported solar oven design project and whether the project enhances students’ learning (n=222). We investigate pre/post tests, embedded assessments, design artifacts, and observations. Students made significant gains across all pre/post items, but the design artifacts illustrate many unexpected ideas students have about heat transfer in the context of a solar oven. These findings indicate important refinements for the project and support for teachers’ implementation of design projects.

Authors

• Dermot Francis Donnelly, California State University - Fresno

• Jonathan Michael Vitale, University of California - Berkeley

• Libby F. Gerard, University of California - Berkeley

• Elizabeth McBride, University of California - Berkeley

• Hannah Gogel, University of California - Berkeley

• Lauren R. Applebaum, University of California - Berkeley

• Marcia Linn, University of California - Berkeley