摘要：Engineering design was integrated into K–12 science education in the NextGeneration Science Standards (NGSS Lead States, 2013), but teaching designremains a challenge for educators. Design problems are ill-defined, illstructured, and complex problem-solving tasks. Their solutions require creativityand recursive, metacognitive processes that cannot be taught with simplealgorithms. Moreover, adolescents do not demonstrate fully developedmetacognitive skills because they are undergoing profound developmentalchanges. In this comparative case study, we explored how peer-deliveredmetacognitive prompts supported adolescents during a design challenge. Weinvestigated how scripted prompts sparked reflection and stimulated designchanges and identified which prompts were most effective. We also observedfour interaction patterns between paired peers. The interaction patternsinfluenced the quantity of design changes and shaped the strategies that studentsused during revisions.
