Date of Award
8-1-2025
Degree Name
Doctor of Philosophy
Department
Curriculum and Instruction
First Advisor
Bu, Lingguo
Abstract
Design-Based Learning facilitates inter-disciplinary explorations in STEM education, providing rich opportunities to foster design thinking and 21st-century skills such as creativity, communication, collaboration, and critical thinking. However, in traditional math learning, such active-learning pedagogies are scarcely encouraged. The purpose of this qualitative multiple-case study is to investigate spatial-reasoning skills of rural middle school students as they engage in design-based integrated-STEM activities. The study is conceptualized within the theoretical paradigms of Social Constructivism, Cultural Historical Activity Theory (CHAT), and Design Thinking. Spatial reasoning was selected because of its pervasive influence across all STEM fields. Data sources in the study include the spatial-reasoning worksheets, in-class observations, audio-visual screen recordings, design journals, semi-structured interviews, and 3D-printed design artifacts. Through purposive sampling, eight middle school students enrolled in an after-school STEM program participated in this study. Within-case and cross-case analyses yielded three interrelated themes: (1) Theme One: Design-based spatial engagement is multifaceted involving the individual, the activities, and the community, (2) Theme Two: Design-based spatial comprehension is demonstrated through multimodal and embodied mathematical cognition within two-dimensional and three-dimensional spaces, (3) Theme Three: Students use the maker community feedback, online resources, and 3D models for problem-solving in design-based spatial activities. Findings of this study have meaningful implications for structuring and scaffolding design-based pedagogies in STEM teacher education programs and for the professional development of classroom teachers. Limitations and recommendations for future research are also described.
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