在 STE(A)M 教育中衡量高中生设计思维能力的框架

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
Ta Thanh Trung, Do Hanh Ngan, Nguyen Hoai Nam, Le Thi Thuy Quynh
{"title":"在 STE(A)M 教育中衡量高中生设计思维能力的框架","authors":"Ta Thanh Trung, Do Hanh Ngan, Nguyen Hoai Nam, Le Thi Thuy Quynh","doi":"10.1007/s10798-024-09922-5","DOIUrl":null,"url":null,"abstract":"<p>This research presents a comprehensive framework for assessing design thinking competencies in the context of STE(A)M education, specifically within the Vietnamese educational system. The study, conducted over a period from September 2022 to February 2023, involved 935 high school students in Vietnam. The framework development utilized advanced statistical techniques, including first- and second-order Confirmatory Factor Analysis (CFA), to ensure a robust psychometric assessment. The framework comprises five competency factors: empathy, problem setting, ideation, modelling, reasoning, and process management. The research findings demonstrated that the developed tool meets the criteria for internal consistency, reliability and validity, providing a valuable instrument for assessing students’ design thinking competencies in the Vietnamese STE(A)M education context. The study’s meticulous and rigorous psychometric evaluation represents a significant contribution to the understanding of design thinking competencies in the Vietnamese educational domain. Furthermore, the implications of the results extend beyond the Vietnamese context and have relevance for international education. The study enriches the understanding of measuring design thinking competencies in the context of STE(A)M education, providing valuable insights for educators and policymakers not only in Vietnam but also in other countries. The rigorous methodology and statistical analyses employed in the study contribute to the broader discourse on design thinking competencies in international educational settings.</p>","PeriodicalId":2,"journal":{"name":"ACS Applied Bio Materials","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Framework for measuring high school students’ design thinking competency in STE(A)M education\",\"authors\":\"Ta Thanh Trung, Do Hanh Ngan, Nguyen Hoai Nam, Le Thi Thuy Quynh\",\"doi\":\"10.1007/s10798-024-09922-5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This research presents a comprehensive framework for assessing design thinking competencies in the context of STE(A)M education, specifically within the Vietnamese educational system. The study, conducted over a period from September 2022 to February 2023, involved 935 high school students in Vietnam. The framework development utilized advanced statistical techniques, including first- and second-order Confirmatory Factor Analysis (CFA), to ensure a robust psychometric assessment. The framework comprises five competency factors: empathy, problem setting, ideation, modelling, reasoning, and process management. The research findings demonstrated that the developed tool meets the criteria for internal consistency, reliability and validity, providing a valuable instrument for assessing students’ design thinking competencies in the Vietnamese STE(A)M education context. The study’s meticulous and rigorous psychometric evaluation represents a significant contribution to the understanding of design thinking competencies in the Vietnamese educational domain. Furthermore, the implications of the results extend beyond the Vietnamese context and have relevance for international education. The study enriches the understanding of measuring design thinking competencies in the context of STE(A)M education, providing valuable insights for educators and policymakers not only in Vietnam but also in other countries. The rigorous methodology and statistical analyses employed in the study contribute to the broader discourse on design thinking competencies in international educational settings.</p>\",\"PeriodicalId\":2,\"journal\":{\"name\":\"ACS Applied Bio Materials\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2024-07-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ACS Applied Bio Materials\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://doi.org/10.1007/s10798-024-09922-5\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"MATERIALS SCIENCE, BIOMATERIALS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACS Applied Bio Materials","FirstCategoryId":"5","ListUrlMain":"https://doi.org/10.1007/s10798-024-09922-5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MATERIALS SCIENCE, BIOMATERIALS","Score":null,"Total":0}
引用次数: 0

摘要

本研究提出了一个综合框架,用于评估 STE(A)M 教育背景下的设计思维能力,特别是越南教育系统中的设计思维能力。这项研究从 2022 年 9 月到 2023 年 2 月进行,涉及越南的 935 名高中生。框架开发采用了先进的统计技术,包括一阶和二阶确证因子分析(CFA),以确保心理测量评估的稳健性。该框架包括五个能力因子:移情、问题设置、构思、建模、推理和过程管理。研究结果表明,所开发的工具符合内部一致性、可靠性和有效性标准,为在越南 STE(A)M 教育背景下评估学生的设计思维能力提供了有价值的工具。这项研究细致而严格的心理测量评估为了解越南教育领域的设计思维能力做出了重要贡献。此外,研究结果的影响超出了越南的范围,对国际教育也有借鉴意义。这项研究丰富了对 STE(A)M 教育背景下设计思维能力测量的理解,不仅为越南,也为其他国家的教育工作者和政策制定者提供了有价值的见解。研究中采用的严谨方法和统计分析为国际教育环境中设计思维能力的广泛讨论做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Framework for measuring high school students’ design thinking competency in STE(A)M education

Framework for measuring high school students’ design thinking competency in STE(A)M education

This research presents a comprehensive framework for assessing design thinking competencies in the context of STE(A)M education, specifically within the Vietnamese educational system. The study, conducted over a period from September 2022 to February 2023, involved 935 high school students in Vietnam. The framework development utilized advanced statistical techniques, including first- and second-order Confirmatory Factor Analysis (CFA), to ensure a robust psychometric assessment. The framework comprises five competency factors: empathy, problem setting, ideation, modelling, reasoning, and process management. The research findings demonstrated that the developed tool meets the criteria for internal consistency, reliability and validity, providing a valuable instrument for assessing students’ design thinking competencies in the Vietnamese STE(A)M education context. The study’s meticulous and rigorous psychometric evaluation represents a significant contribution to the understanding of design thinking competencies in the Vietnamese educational domain. Furthermore, the implications of the results extend beyond the Vietnamese context and have relevance for international education. The study enriches the understanding of measuring design thinking competencies in the context of STE(A)M education, providing valuable insights for educators and policymakers not only in Vietnam but also in other countries. The rigorous methodology and statistical analyses employed in the study contribute to the broader discourse on design thinking competencies in international educational settings.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信