A Sampled Literature Review of Design-Based Learning Approaches: A Search for Key Characteristics

Autor/inn/en	Gómez Puente, Sonia M.; van Eijck, Michiel; Jochems, Wim
Titel	A Sampled Literature Review of Design-Based Learning Approaches: A Search for Key Characteristics
Quelle	In: International Journal of Technology and Design Education, 23 (2013) 3, S.717-732 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-012-9212-x
Schlagwörter	Literature Reviews; Learning Strategies; Design; Natural Sciences; Engineering Education; College Students; Student Projects; Teacher Role; Evaluation Methods; Context Effect; Problem Based Learning; Hands on Science; Interdisciplinary Approach; Scaffolding (Teaching Technique); Formative Evaluation; Summative Evaluation; Peer Relationship; Teamwork; Facilitators (Individuals); Learning Processes + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Naturwissenschaften; Ingenieurausbildung; Collegestudent; Schulprojekt; Lehrerrolle; Problem-based learning; Problemorientiertes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Peer-Beziehungen; Learning process; Lernprozess
Abstract	Design-based learning (DBL) is an educational approach grounded in the processes of inquiry and reasoning towards generating innovative artifacts, systems and solutions. The approach is well characterized in the context of learning natural sciences in secondary education. Less is known, however, of its characteristics in the context of higher engineering education. The purpose of this review study is to identify key characteristics of DBL in higher engineering education. From the tenets of engineering design practices and higher engineering education contexts we identified four relevant dimensions for organizing these characteristics: the project characteristics, the role of the teacher, the assessment methods, and the social context. Drawing on these four dimensions, we systematically reviewed the state-of-the-art empirical literature on DBL or DBL-like educational projects in higher engineering education. Based on this review we conclude that DBL projects consist of open-ended, hands-on, authentic and multidisciplinary design tasks resembling the community of engineering professionals. Teachers facilitate both the process of gaining domain-specific knowledge and the thinking activities relevant to propose innovative solutions. Teachers scaffold students in the development from novice to expert engineers. Assessment is characterized by formative and summative of both individual and team products and processes and by the use of a variety of assessment instruments. Finally, the social context of DBL projects includes peer-to-peer collaboration in which students work in teams. The implications of these findings for further research on DBL in higher engineering education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10