Investigating the affordances of a CAD enabled learning environment for promoting integrated STEM learning

摘要: Abstract There has been an increased emphasis on designing integrated STEM learning environments for K-12 students that facilitate seamless of disciplinary concepts infused with science inquiry, engineering design, mathematical reasoning, and technological skills. However, there is limited prior research investigating how to such in formal classrooms go beyond a simple combination the different subject areas instead enable teaching scientific 21st century In this paper, we investigate affordances using educational Computer Aided Design tool, Energy 3D, corresponding curricular materials support anchored design process. We present exploratory case study was conducted middle school US, where project-based approach followed were asked low-cost energy-efficient home within given budget Energy3D CAD tool. Findings indicate learned engage process demonstrated practices idea fluency systematic experimentation; usually representative informed designers. During while analyzing problem space, generating ideas, evaluating solutions, they developed better understanding relationships between variables underlying concepts, used various analysis tools graphical representations embedded available technology inform their decisions. The environment afforded formative feedback help understand relationship variables, provided converging evidences multiple analytical tools, enabled visual decomposition suboptimal model learning. This provides platform future effectiveness scaffolds designed specifically supporting