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- W339494329 abstract "Design has the potential to be an effective context for scientific inquiry because it offers both motivation and opportunity. However, students engaged in design often focus on optimizing design performance rather than constructing scientific explanations for that performance. Further, students need support to effectively generate questions to explore, design experiments to test their theories, and use evidence to support scientific explanations. How might we structure design contexts to support student inquiry? In this paper, we describe a model for supporting scientific inquiry situated within an engineering design context. The model, termed inquiry through design, structures the design context to provide opportunities for inquiry, while also providing curricular support for the inquiry process. This model is the basis for the creation of several curricular modules intended for use in high school science classrooms. We report on one aspect of student engagement in inquiry, the role of evidence in student explanations. We describe how student generation and use of evidence to support explanations is influenced by the particular context for the explanation, such as arguing with another student over who has the better design, or making a formal class presentation about a design. In addition, we analyze the effect of written and enacted scaffolds on student use of evidence, specifically how such scaffolding may help students produce evidence that can be used to support explanations." @default.
- W339494329 created "2016-06-24" @default.
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- W339494329 date "1998-01-01" @default.
- W339494329 modified "2023-09-27" @default.
- W339494329 title "MERGING ENGINEERING AND SCIENTIFIC REASONING: HIGH SCHOOL STUDENTS' USE OF EVIDENCE DURING DESIGN PROJECTS" @default.
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