Design-based Learning Research Articles

The Significance of Integrating Engineering Design-Based Instruction in STEM Education

Engineering design-based learning activities can successfully spark students’ interest in real-world issues by motivating them to apply their disciplinary knowledge in mathematics, science and more to analyze and solve problems identified (Uzel & Bilici, 2022). Generally speaking, problem identification and problem solving are the two primary steps in the engineering design process. Researchers assert that engineering design-based instruction (EDBI) is a novel paradigm of teaching, particularly valuable in inquiry-based instructional practices (Cooper et al., 2015). Research finds that the enactment of EDBI for addressing open, practical issues is substantially beneficial for increasing the problem-solving and design abilities of primary and secondary students (Crotty et al., 2017; Capobianco et al., 2018), and that EDBI implementation in STEM education can significantly improve students’ attitudes towards the STEM curriculum, promote their academic success, and support their 21st-century skills development (Moore et al., 2015).

Design-based learning in higher education: Its effects on students’ motivation, creativity and design skills

In art and design education, the roles of motivation and creative performance in design skills hold immense significance for design students. As such, the teachers’ instructional strategies are crucial. Among these strategies, design-based learning (DBL) is one of the important instructional processes that integrates design principles, problem-solving skills, and creative thinking to engage students in hands-on, authentic learning experiences. This study aimed to investigate the effects of DBL on the motivation, creativity, and design skills of students in art and design education. Pre- and post-test experimental research was conducted on 207 participants who specialize in art and design education at Kazan Federal University and the Kazan State Institute of Culture. Employing non-probability sampling, they were assigned to an experimental (treatment using DBL; 105 students) and a control (traditional instruction; 102 students) group. The findings demonstrated that the experimental group significantly outperformed the control group, while no significant interaction was observed between groups and sexes in the development of motivation, creativity, and design skills. Moreover, achievement motivation was found to significantly influence creative performance and design skills. This research serves as a valuable resource for educators and researchers, as it offers insights into fostering the creative performance of students within the field of art and design education.

Effectiveness of artificial intelligence integration in design-based learning on design thinking mindset, creative and reflective thinking skills: An experimental study

Effectiveness of artificial intelligence integration in design-based learning on design thinking mindset, creative and reflective thinking skills: An experimental study

Social Studies Learning in Elementary School Reveals Effective Teaching Strategies

It is very important for children to learn social studies in elementary school. This is evidenced by the fact that there are still students who do not fully understand all the material taught in social studies class. In the era of Revolution 4.0, educators are expected to help students think criticallytowards social problems and respond creatively to matters related to social life. Educators can encourage students to discuss and work together to overcome social problems. Social studies lessons at the elementary school level must be delivered to students in a constructivist manner. There are five methods that can be taught in social studies classes, including collaboration-based learning, design-based learning, inquiry-based learning, pembelajaran berbasis proyek, dan pembelajaran berbasis masalah. Metodologi yang digunakan dalam penelitian ini adalah tinjauan literatur terhadap artikel.

Effects of Design-Based Learning Arrangements in Cross-Domain, Integrated STEM Lessons on the Intrinsic Motivation of Lower Secondary Pupils

This study examines the influence of learning arrangements in which biology and technology (engineering) are taught in combination on the intrinsic motivation of lower secondary school students in STEM lessons. It is set in the context of STEM promotion to counter an observable decrease in motivation and interest during the school years. In a quasi-experimental design with 413 students (M = 12.53, SD = 0.818), we compare a design-based STEM learning program with two alternative teaching approaches (model building and reconstruction). A comparison of the intervention groups (ANOVA) reveals that the Design group shows significantly higher motivation than the alternatives. A multiple linear regression shows that the motivational starting position (=motivation in standard science/biology lessons), cognitive abilities, and participation in the design approach are significant predictors of intrinsic motivation. The results suggest that design-based, cross-domain learning arrangements can be an effective component of motivation-enhancing STEM instruction.

Researching By Design: Methodologies to Explore Design-Based Instruction for Youth Resilience to Environmental Challenges

Abstract Environmental education is not aligning with the sustainability and educational needs of the 21st century. Design-based learning emerges as a viable solution, fostering problem-solving and experiential learning in the environment. With its constructivist approach, it has the potential to improve environmental literacy across diverse social contexts. This research explores the use of research by design and design-based learning to develop extracurricular programs in schools in Brazil and Hungary. The analytical framework is developed through a literature review and systematic case analysis. The program’s objective is to engage the school community in redesigning their environment, following the design-based instruction framework, and incorporating the community’s context and landscape architecture and design principles. Program efficacy will be assessed through participant production, outcome analysis, observation, surveys, and performance on the design activities. The findings will contribute to understanding and evaluating program effectiveness in improving environmental education.

Development and Empirical Research on Competency Indicators for Starlink Design-Based Learning Innovation Courses

Development and Empirical Research on Competency Indicators for Starlink Design-Based Learning Innovation Courses

The rise of design in higher education and non-design students’ experiences of learning through design

ABSTRACT An interest in design integration across school subjects emerged in the 1990s because of pressures on teachers to develop competencies deemed valuable to students for the 21st century, such as problem-solving skills and creative thinking. The 2000s also witnessed a rise in design across higher education curricula. Like schoolteachers at the turn of the century, educators in universities started looking for ways to catch up with their institutions’ move toward marketization initiatives. This article compares the rise of design in schools with higher education. It shows that in both cases, design was adopted as a response to calls for teaching students economic-driven educational goals. The article also provides a possible explanation of why, unlike the variation in types of design taught to school students, design-based learning in higher education focuses on one type, and that is design thinking. The article then presents findings from a qualitative interview study with non-design students across programs who challenge us to consider other types of design they experience and how design learning outcomes are valuable to higher education students beyond market-centric goals.

Minecrafters

In response to significant global events such as the COVID-19 pandemic, educational environments are undergoing a fundamental transformation towards collaborative online spaces and networked learning. Networked learning includes (a) the process of learning with and through other people and resources and (b) the environment (i.e., the internet) and platforms (i.e., YouTube, websites, social media, discussion forums) that support these connections or networks (Hodgson & McConnell, 2019). This shift in how learning is done necessitates a reevaluation of pedagogical methods to foster the development of students' global skills and competencies. These competencies, as defined by the Council of Ministers of Education Canada (CMEC), are recognized as essential for individuals to not only adapt but thrive in our current and future world. This world is characterized by unprecedented simultaneous challenges, often referred to as a 'polycrisis,' and rapid advancements in artificial intelligence (A.I.) that have the potential to reshape every aspect of human existence. Therefore, it is imperative that we delve into a deeper investigation and understanding of innovative pedagogical approaches to ensure students are adequately prepared for the evolving landscape. Collaboration is arguably one of the most important of the global skills and competencies as it underpins many of the essential skills youth need to thrive in educational and non-educational settings. More specifically, collaboration underpins the type of networked learning rising in popularity in formal and informal learning settings (Bülow & Nørgård, 2021). As a result, this exploratory research focuses on Minecraft: Education Edition (M:EE) as a tool for developing collaboration through critical making and team-based learning. Over a five-day spring-break camp, two cohorts of students (grades four to six and grades seven to eight) participated in open-ended design-based learning challenges online (in the virtual meeting platform, Google Meet, and in the virtual world, M:EE). Data analysis revealed that collaboration manifested itself in three primary modes: co-constructing knowledge, peer-teaching, and conflict management. Analysis further revealed that younger versus older students build and collaborate in the online environment very differently, which at times mirrored the 'real world' classroom. These findings have implications for designing age-appropriate online learning experiences to support collaboration in a networked environment, especially within virtual simulation and creation worlds like Minecraft.

Developing Creative Thinking in STEM Education through Design- Based Learning

Creativity is one of the fundamental skills of the 21st century and has become a crucial task in education. This article provides a definition of creative thinking manifested in generating novel, unique, and valuable ideas and solutions to address posed problems. Characteristics of creativity such as fluency, originality, flexibility, and elaboration serve as indicators to evaluate the level of creativity in products of the engineering design process. Recognizing the importance of creativity in a dynamic world, creative education has been integrated into the mainstream education curriculum through the implementation of STEM teaching. Following this, the concept of design-based learning has been introduced as a STEM teaching approach based on integrating the engineering design process into classrooms, allowing learners to apply scientific and technological knowledge and skills to complex real-life problems. Finally, research in STEM education through the engineering design process to enhance learners' creative thinking has been synthesized. The aim is to provide ideas and guidance for teachers in organizing STEM teaching, aligning with the goal of fostering creativity for citizens in the digital age.

Instructional Strategies to Produce Educational Media Systematically

The main research purpose focused on investigating the instructional strategies to produce educational media systematically. The qualitative research methods were conducted by in-depth interviews with the experts and undergraduate students on effectively designing these instructional strategies. The participants consisted of two groups; 1) nine experts in the field of instructional strategies. 2) twelve undergraduate students. Research instruments were two semi-structured interviews with open questions; 1) two sets of interview questions designed for those specialists, and 2) the interview questions designed for an excellent student. Collected data was analyzed and categorized into key issues. The results were presented in descriptive analysis. The findings revealed as following: 1) two main popular instructional media types as follows; 1.1) digital media and 1.2) handmade media 2) the instructional strategies as follows: 2.1) ADDIE included analysis, design, development, implementation, and evaluation. 2.2) 3P included pre-production, production, post-production 2.3) project-based learning 2.4) design-based learning, and 2.5) creative-based learning. 3) teaching techniques and methods encourage students such as case studies, best practices, creative practice, questions, discussion, brainstorming, team-based/group, etc. 4) organized activities to encourage students with active learning, creative knowledge, and instructional media systematically. 5) online tools and new technology could be active learning tools and motivate learners to create new media. Moreover, learning engagement, social media, and immediate feedback could engage students efficiently. 6) media evaluations should be evaluated on the design, production processes, and results. 7) the crucial factors consist of 1) instructional strategies/teaching techniques 2) teachers 3) students 5) materials, equipment, and supporting tools 6) learning environments 7) the work process. 8) the limitations are as follows; 1) teachers 2) students 3) time-limited 4) budget-limited.

Evaluation of a didactic sequence proposal based on technoteaching applied in basic education

Faced with the problem of expository classes contributing little to student learning, a Didactic Sequence (SD) proposal was developed that promotes student protagonism in the construction of knowledge. The objective is to evaluate the proposal of this SD, based on the theoretical assumptions of Technoteaching, in view of the development of Digital Authorial Educational Materials (MADEs), making use of a digital technological artifact by Basic Education students. The intervention research, based on Design Based Learning (DBR), analyzed the application of two SD linked to Statistics and English Language content with students in the 2nd year of High School and the 5th year of Elementary School, respectively, based on the predicted SD model. It was found that the proposal was favorable in terms of quality, promoting the learning of the students involved.

Characterization of STEM teacher education programs for disciplinary integration: A systematic review

STEM education is established as an alternative for developing 21<sup>st</sup> century skills, with the premise of integrating its component disciplines. Although numerous studies exist on the subject, STEM teacher training programs are not widely discussed. Therefore, a systematic literature review was conducted in Scopus and Web of Science to identify the intentions of the training and the design and implementation of such teacher training programs. Among the 15 articles identified, there are three groups of intentions: Improving knowledge, developing competencies and skills, and changing attitudes and perceptions. Five methodological strategies were identified: project-based learning, problem-based learning, collaborative learning, ODR (observation/discussion/reflection) approach, and design-based learning. Disciplinary integration can be achieved through content or competencies. It is concluded that design-based learning is the most appropriate strategy for disciplinary integration. It is recommended that research be conducted to measure the impact of modality and time of training on the development of STEM competencies.

TEACHER STRATEGIES IN FACING IN THE CHALLENGES OF 21st CENTURY EDUCATION

Education in the 21st century faces complex challenges, especially in the context of shifting paradigms toward modern education. This article outlines the definition of education as a conscious effort to develop spiritual potential, self-control, personality, intelligence, noble character, and necessary skills. The paradigm shift in 21st-century education requires teachers to adapt to the developments of the times, particularly in the implementation of suitable educational strategies. Challenges for 21st-century teachers involve aspects of technology, multiculturalism, active learning, and accountability. Teachers must overcome technological gaps, confront changes in teaching methods, and meet the demands of 21st-century skills. This research aims to understand teacher strategies in facing the challenges of 21st-century education using a qualitative descriptive analysis approach. The research findings indicate that teachers employ strategies such as collaborative learning, blended learning, project-based learning, problem-based learning, design-based learning, and inquiry-based learning. These strategies aim to enhance 4C skills (communication, collaboration, creativity, and critical thinking) essential for meeting the demands of the 21st century. By implementing these strategies, teachers can overcome challenges and prepare students for a future full of change and complexity.

21st Century English Learning: a Revolution in Skills, Critical Thinking, Creativity, and Visual Communication

Critical thinking and problem-solving, creativity and innovation, communication, and teamwork are some of these 21st-century abilities. It is possible to build these 21st century skills in any discipline. It is highly appropriate to study English as a subject in order to gain 21st century skills. To effectively and efficiently accomplish learning objectives, chemistry instructors must deliberately cultivate these 21st century competencies. Teachers can use scientific learning models, such as project-based, problem-based, discovery, or design-based learning models, to help students acquire the English language abilities they need for the twenty-first century. To help students gain 21st century abilities, these learning models must be applied as best as possible, adhering to the principles of the scientific method. The evaluation of 21st century abilities and the use of blended learning are also crucial.

I do and I understand: A virtual reality-supported collaborative design-assessing activity for EFL students

Instead of learning in a passive learning mode or aimlessly exploring VR scenarios, a collaborative design-based VR learning environment has great potential for developing classrooms. Through personal knowledge construction in a collaborative design-based learning (CDBL) environment, this study combines CDBL and VR technology to motivate students to build VR projects and practice speaking English in rich contexts through learning by design; students gradually generate knowledge from design experience and sufficient practice. Peer assessment was further introduced to enhance timely evaluation and reflection. Therefore, this study proposed a VR-supported collaborative design-assessing activity. 113 Chinese seventh-graders participated in a quasi-experiment to evaluate the effectiveness of this method. Compared to the collaborative design-assessing (CDA) activity, the results demonstrated that students in the VR-supported collaborative design-assessing (VR-CDA) activity greatly enhanced their English-speaking performance, collaboration tendency, and critical thinking awareness while lowering their English learning anxiety. In contrast to the VR-supported collaborative design (VR-CD) activity, however, the VR-CDA group activity did not significantly improve students’ English-speaking performance. The interview results proved that the students in the VR-CDA group were highly motivated to learn English because of the innovative classroom instruction. They also enjoyed designing the projects collaboratively, posting assessments, and self-reflection.

Innovating Perception: A design-based learning group project for Sensation and Perception

ABSTRACT Sensation and Perception is an upper-division psychology course that typically focuses on foundational knowledge of sensory and perceptual systems. This study describes a design-based learning group project in Sensation and Perception that encouraged students to apply that foundational knowledge to real-world problems. Students were asked to devise, research, and conceptually design an innovation – such as a product or technology – that would help solve a problem faced by people with a particular sensory or perceptual difference (such as blindness). Students were guided through the design thinking process via 3 main phases: identifying the population and problem (empathizing and defining), using existing research to inform potential innovations (ideation), and designing a conceptual representation (prototyping). The project culminated in a product “pitch” and research paper. Survey data showed that students perceived the project to enhance their engagement with, application, and understanding of course material – benefits that were most prominent for first-generation students and people of colour. Furthermore, compared to students in previous quarters, students who completed this project achieved higher overall grades in the course. Overall, this study suggests that implementation of design-based learning group projects into courses like Sensation and Perception can enhance student learning and engagement, particularly for underrepresented students.

Design-Based Learning for Elementary School Classrooms

Vietnam's general education is in the process of transforming its educational program goals, in which creativity, collaboration and communication abilities are the core competencies that need to be developed at all levels [1]. There have been quite a few studies on innovating teaching methods in the direction of developing learner capacity. Studies show that important skills include critical thinking, creativity, collaboration and Communication... needs to be trained for children right from elementary school. Statistics of research results abroad over many decades show that design-based learning (DBL) can form and develop these (Kolodner, J, 2003). This study introduces design-based learning as a pedagogical approach to support children with learning differences. Experimental teaching is the result of collaborative research on design-based learning over a 3-week period, with more than 100 4th grade students at FPT Cau Giay Primary School Hanoi - Vietnam. Experimental results are part of this study.

Repositioning of Design Thinking in Science Education Research: Systematical Review

21st century science learning is design-based learning that can be applied with design thinking. Design Thinking in science education needs to be repositioned so that all stages can be applied to science learning. A more in-depth review of design thinking research needs to be carried out to identify research opportunities. The aim of this research is to determine the trends and focus of design thinking research, the fields of study and competencies measured by researchers in design thinking research, as well as the types of design thinking chosen by researchers. The method used in this research uses bibliometric analysis and literature review. The publications are from the last 10 years (2013-2022) from the Crossref, Google Scholar, and Scopus databases. Based on these results, it was concluded that there will be an increase in the trend of design thinking research in 2022. Eight design thinking research focuses were found with themes that are rarely researched. The field of design thinking research that is most widely applied is in the field of education, where the most researched competency is the design thinking process, but in the field of science education it is still not applied. There is a need to reposition every aspect of design thinking in science learning

Pilot landscape and design-based programme to foster student environmental literacy

Abstract This paper reports a pilot programme conducted in a Hungarian school to foster environmental literacy among students using landscape design principles. This programme utilized a design-based learning approach and incorporated soft skills to develop students’ environmental understanding and engagement. In the period of four weeks, participants autonomously designed solutions for their schoolyard while following the design process. Data collection methods included questionnaires, interviews, observation, and analysis of the productions. The results indicated improved understanding of landscape design, increased awareness of the schoolyard, and enhanced soft skills among the participants. The findings provide insights for future programme iterations.