Exploring Secondary Students’ Alternative Conceptions about Engineering Design Technology

Abstract

This paper presents the assessment items that were developed by science and technology teachers in Québec to explore their students’ alternative ideas about engineering design technology and technological systems. These assessment items were administered to Secondary Cycle One students in Francophone and Anglophone schools in Québec to elicit their ideas about the foundational technology concepts included in the science and technology curriculum. Students’ responses are presented to share their alternative and scientific explanations. In addition, various approaches to facilitate a deeper understanding of scientific models and mechanistic reasoning in students are also discussed.

Keywords

• science
• technology
• engineering
• mathematics (STEM) education
• engineering design technology
• students’ alternative conceptions
• conceptual change
• conceptual assessment items
• inquiry-based science and technology
• learner-centered pedagogy
• assessment tool