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. 2021 Aug 2;3(1):7. doi: 10.1186/s43031-021-00033-y

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© The Author(s) 2021

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 4 — Engagement of CT problem decomposition through activities of discussing DQ and observing various phenomena (recreated based on classroom discourse). Note. DQ. Driving question. a Element present in initial model. Note: Elements in an initial model by observing an anchoring phenomenon, discussing DQ, and developing paper-pencil models. b Element present in revised model. Note: Select key elements by deleting irrelevant ones and adding new ones through experiencing various phenomena through new investigation and revisiting DQ