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. 2023;32(2):381-397.
doi: 10.1007/s11191-021-00310-2. Epub 2022 Jan 29.

STEM Problem Solving: Inquiry, Concepts, and Reasoning

Aik-Ling Tan  1 , Yann Shiou Ong  1 , Yong Sim Ng  1 , Jared Hong Jie Tan  1
Affiliations

STEM Problem Solving: Inquiry, Concepts, and Reasoning

Aik-Ling Tan et al. Sci Educ (Dordr). 2023.

Abstract

Balancing disciplinary knowledge and practical reasoning in problem solving is needed for meaningful learning. In STEM problem solving, science subject matter with associated practices often appears distant to learners due to its abstract nature. Consequently, learners experience difficulties making meaningful connections between science and their daily experiences. Applying Dewey's idea of practical and science inquiry and Bereiter's idea of referent-centred and problem-centred knowledge, we examine how integrated STEM problem solving offers opportunities for learners to shuttle between practical and science inquiry and the kinds of knowledge that result from each form of inquiry. We hypothesize that connecting science inquiry with practical inquiry narrows the gap between science and everyday experiences to overcome isolation and fragmentation of science learning. In this study, we examine classroom talk as students engage in problem solving to increase crop yield. Qualitative content analysis of the utterances of six classes of 113 eighth graders and their teachers were conducted for 3 hours of video recordings. Analysis showed an almost equal amount of science and practical inquiry talk. Teachers and students applied their everyday experiences to generate solutions. Science talk was at the basic level of facts and was used to explain reasons for specific design considerations. There was little evidence of higher-level scientific conceptual knowledge being applied. Our observations suggest opportunities for more intentional connections of science to practical problem solving, if we intend to apply higher-order scientific knowledge in problem solving. Deliberate application and reference to scientific knowledge could improve the quality of solutions generated.

Keywords: Dewey; Practical Inquiry; Problem-centered knowledge; Referent-centered knowledge; Science Inquiry.

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Conflict of interest statement

Competing interestsThe authors declare that they have no competing interests.

Figures

Fig. 1
Fig. 1
Connections across disciplines in integrate STEM activity
Fig. 2
Fig. 2
Frequency of different types of reasoning
See this image and copyright information in PMC

References

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