Supporting scientific reasoning and argumentation for design engineers based on the four-component instructional design model
- Author
- Lore Brosens (UGent) , Davy Parmentier (UGent) , Marina Emmanouil (UGent) , Bastiaan Baccarne (UGent) , Johanna Renny Octavia Hariandja, Jan Detand (UGent) and Annelies Raes
- Organization
- Abstract
- Design engineering requires mastering higher-order thinking skills like scientific reasoning, argumentation, critical thinking, and reflection, which are complex and understudied. Tools to support the acquisition of these skills are under-developed. This research studies the development and validation of a learning activity to teach higher-order thinking skills related to scientific reasoning and argumentation. The four-component instructional design (4C/ID) model was used to design the learning activity. The main focus is one of the four components of the model, namely a part-task learning activity. The research question was whether adding a part-task learning activity would stimulate scientific reasoning and argumentation in design engineering. Data was collected through pre- and post-test design reports. Addionally, conversations were recorded during the intervention and coded. The test condition group demonstrated an elevated level of higher-order thinking compared to the control group. Some more striking results include that students tended to focus on novel or interesting elements, and those who engaged in conversations within their groups reached higher-order thinking more often. The authors hope that these findings contribute to a better understanding of learning activities for complex skills in design engineering education.
- Keywords
- Engineering education, design engineering, scientific reasoning and argumentation, 4C/ID, complex skills
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01H05NDFDR6AYEPP0BWDP61XJ6
- MLA
- Brosens, Lore, et al. “Supporting Scientific Reasoning and Argumentation for Design Engineers Based on the Four-Component Instructional Design Model.” INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 2025.
- APA
- Brosens, L., Parmentier, D., Emmanouil, M., Baccarne, B., Octavia Hariandja, J. R., Detand, J., & Raes, A. (2025). Supporting scientific reasoning and argumentation for design engineers based on the four-component instructional design model. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION.
- Chicago author-date
- Brosens, Lore, Davy Parmentier, Marina Emmanouil, Bastiaan Baccarne, Johanna Renny Octavia Hariandja, Jan Detand, and Annelies Raes. 2025. “Supporting Scientific Reasoning and Argumentation for Design Engineers Based on the Four-Component Instructional Design Model.” INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION.
- Chicago author-date (all authors)
- Brosens, Lore, Davy Parmentier, Marina Emmanouil, Bastiaan Baccarne, Johanna Renny Octavia Hariandja, Jan Detand, and Annelies Raes. 2025. “Supporting Scientific Reasoning and Argumentation for Design Engineers Based on the Four-Component Instructional Design Model.” INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION.
- Vancouver
- 1.Brosens L, Parmentier D, Emmanouil M, Baccarne B, Octavia Hariandja JR, Detand J, et al. Supporting scientific reasoning and argumentation for design engineers based on the four-component instructional design model. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION. 2025;
- IEEE
- [1]L. Brosens et al., “Supporting scientific reasoning and argumentation for design engineers based on the four-component instructional design model,” INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 2025.
@article{01H05NDFDR6AYEPP0BWDP61XJ6,
abstract = {{Design engineering requires mastering higher-order thinking skills like scientific reasoning, argumentation, critical thinking, and reflection, which are complex and understudied. Tools to support the acquisition of these skills are under-developed. This research studies the development and validation of a learning activity to teach higher-order thinking skills related to scientific reasoning and argumentation. The four-component instructional design (4C/ID) model was used to design the learning activity. The main focus is one of the four components of the model, namely a part-task learning activity. The research question was whether adding a part-task learning activity would stimulate scientific reasoning and argumentation in design engineering. Data was collected through pre- and post-test design reports. Addionally, conversations were recorded during the intervention and coded. The test condition group demonstrated an elevated level of higher-order thinking compared to the control group. Some more striking results include that students tended to focus on novel or interesting elements, and those who engaged in conversations within their groups reached higher-order thinking more often. The authors hope that these findings contribute to a better understanding of learning activities for complex skills in design engineering education.}},
author = {{Brosens, Lore and Parmentier, Davy and Emmanouil, Marina and Baccarne, Bastiaan and Octavia Hariandja, Johanna Renny and Detand, Jan and Raes, Annelies}},
issn = {{0949-149X}},
journal = {{INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION}},
keywords = {{Engineering education,design engineering,scientific reasoning and argumentation,4C/ID,complex skills}},
language = {{eng}},
title = {{Supporting scientific reasoning and argumentation for design engineers based on the four-component instructional design model}},
url = {{https://www.ijee.ie/}},
year = {{2025}},
}