A Pedagogical Study on Promoting Students' Deep Learning through Design-Based Learning

Autor/inn/en	Weng, Chunmeng; Chen, Congying; Ai, Xianfeng
Titel	A Pedagogical Study on Promoting Students' Deep Learning through Design-Based Learning
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 4, S.1653-1674 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weng, Chunmeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09789-4
Schlagwörter	Learning Processes; Teaching Methods; Educational Quality; Design; Engineering Education; Instructional Effectiveness; Learning Motivation; Critical Thinking; Thinking Skills; Problem Solving + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Ingenieurausbildung; Unterrichtserfolg; Motivation for studies; Lernmotivation; Kritisches Denken; Denkfähigkeit; Problemlösen
Abstract	This paper illustrates the design-based learning (DBL) approach to promoting the deep learning of students and improving the quality of teaching in engineering design education. We performed three aspects of research with students in a typical educational activity. The first study investigated students' deep learning before and after the DBL approach, both in terms of deep learning status and deep learning ability. The second study examined the effectiveness of the DBL approach by comparative research of a control class (traditional teaching method) and an experimental class (DBL method). The third study examined students' evaluations of the DBL approach. It is approved that the DBL approach has distinctively stimulated the students' motivation to learn, making them more actively engaged in study. The students' higher-order thinking and higher-order capabilities are enhanced, such as critical thinking ability and problem-solving ability. At the same time, they are satisfied with the DBL approach. These findings suggest that the DBL approach is effective in promoting students' deep learning and improving the quality of teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01