检索结果-内蒙古大学图书馆

8th Annual Conference on Maker Education (FabLearn)

作者： Zhang, Feiran Markopoulos, Panos Bekker, Tilde Schuell, Martine Paule-Ruiz, Mpuerto Eindhoven Univ Technol Eindhoven Netherlands Eckart Coll Eindhoven Netherlands Univ Oviedo Asturias Spain

ISBN: (纸本)9781450362443

Emotions can greatly influence the learning process. This paper presents EmoForm, a lesson based retrospective self-report tool for capturing children's emotion changes over time during design based learning (DBL). So far, emotions have received little attention from the constructivist learning research community (e.g. Maker education, DBL, project based learning). based on existing approaches for recording emotions and a model of DBL, we constructed EmoForm. We evaluated this instrument during a three month-long DBL project at a local school that involved 30 children aged 13-14. Data from 433 completed forms indicate that children are able to use this instrument to capture emotions associated with DBL experiences they engaged in. Our analysis of this data demonstrates that Emoform can help gain meaningful insights for practitioners and researchers regarding children's experience of learning through design-based projects.

关键词： learning experience Emotion Children design based learning Evaluation

来源：评论

学校读者我要写书评

暂无评论

Exploring design Factors of Teaching Aids in design based learning 25th

Exploring Design Factors of Teaching Aids in Design Based Le...

引用

15th International Conference on Cross-Cultural design (CCD) Held as Part of the 25th International Conference on Human-Computer Interaction (HCII)

作者： Yin, Liang Beijing Inst Technol Zhuhai Peoples R China

ISBN: (纸本)9783031359453;9783031359460

The paper presents a research on how to apply design based learning in STEAM curriculum at primary schools, with a particular focus on exploring the design factors of teaching aids that may support children's learning. Building on insights from literature regarding the role of teaching aids in design practices, several design factors have been identified and guidelines for teaching aids design have been developed too. In the end, we design some teaching aids based on these guidelines in order to test its validity. The result show that the teaching aids with certain design factors could support children's design practices in learning.

关键词： design based learning Children design Factors Teaching Aids

来源：评论

学校读者我要写书评

暂无评论

Evaluation of Student learning Outcomes in Fourth Year Engineering Mechatronics through design based learning Curriculum 45

Evaluation of Student Learning Outcomes in Fourth Year Engin...

引用

45th Annual Frontiers in Education Conference (FIE)

作者： Chandrasekaran, Sivachandran Long, John M. Joordens, Matthew A. Deakin Univ Sch Engn Geelong Vic 3217 Australia

ISBN: (纸本)9781479984541

This paper focuses on evaluation of student learning outcomes in fourth year engineering mechatronics through design based learning curriculum. The purpose of all engineering degrees is to provide strong grounding with principles of engineering science and technology. By learning engineering methods and approaches in an academic environment, graduates can enter the world of work and tackle real world problems with innovation and creativity. In many cases, academic staff are responsible for driving and setting high expectations in their classrooms. Sometimes staff are expected to teach subjects outside their expertise. This research paper is concerned with evaluating student learning outcomes through feedback sought from students on design-based learning approach.

关键词： design based learning Project based learning Students learning outcomes Engineering education

来源：评论

学校读者我要写书评

暂无评论

A summary of the research on domestic design based learning

A summary of the research on domestic Design Based Learning

引用

2016 2nd International Conference on Economics,Management Engineering and Education Technology(ICEMEET 2016)

作者： Yujia Tang Xiaofeng Sun School of Hunan University

Due to the inherent requirement of social talent gap and educational reform, researchers have begun to expand the research field of design learning in recent years. This article uses the literature analysis method to study the trend, the current situation and the comparative analysis of the theoretical and practical research on the design based learning in China, to sort out the development of China in the field of context, and to provide the necessary theoretical basis for the researchers to study.

关键词： design based learning design based learning theoretical research practical research

来源：评论

学校读者我要写书评

暂无评论

Understanding trends in engineering design and design-based learning studies with a bibliometric approach

引用

EUROPEAN JOURNAL OF ENGINEERING EDUCATION 2022年第6期47卷 1380-1398页

作者： Delen, Ibrahim Yuksel, Tugba Usak Univ Dept Educ Sci Usak Turkey Recep Tayyip Erdogan Univ Dept Sci Educ Usak Turkey

Understanding how engineering design (ED) and design-based learning (DBL) are portrayed at various educational levels is essential in this transition to ascertain the state of the literature. We investigated ED and DBL studies in Web of Science and Scopus databases. Then we focused on educational levels, categorizing research based on participant types: studies with elementary or secondary school students;undergraduate students;teachers or teacher candidates. The bibliometric analysis revealed that as undergraduate engineering programs give students a variety of options to engage in design, higher education studies continue to be the main focus of ED and DBL literature. The number of studies on elementary and secondary education has gradually expanded over the past ten years, with secondary education received the majority of attention. The smallest group in our analysis was the teacher education studies. The findings of this study depicts how the themes change based on participant groups. Science education become a key discipline in studies on elementary, secondary, and teacher education. Engineering design is not supported by one course in higher education programs and we do believe that supporting engineering in various grade levels/disciplines in elementary/secondary and teacher education would be beneficial.

关键词： Engineering design design based learning teacher education higher education elementary/secondary education

来源：评论

学校读者我要写书评

暂无评论

Understanding learning and emotions in design-based learning: what and why crucial to be considered 9

Understanding learning and emotions in Design-Based Learning...

引用

9TH ANNUAL CONFERENCE ON MAKER EDUCATION (FABLEARN)

作者： Zhang, Feiran Markopoulos, Panos Biekens, Peter Peeters, Laure Bekker, Tilde Eindhoven Univ Technol Eindhoven Netherlands Fontys Univ Appl Sci Eindhoven Netherlands

ISBN: (纸本)9781450375436

There is a growing interest in, design-based learning (DBL), a constructivist learning approach where students learn through design activities. Past research has examined extensively how this theoretically motivated learning approach can be implemented in practice. Earlier empirical studies have examined the effectiveness of DBL and have surveyed the attitudes of participating students towards DBL. However, related evidence lacks detail and does not account for how different aspects of DBL support students' learning and how students experience DBL. We report a case study of a DBL course involving 110 undergraduate students working in multi-disciplinary teams engaging in technology design to support innovation. This paper contributes to the following three aspects: (a) an empirical understanding of students' perception and attitude of learning in DBL;(b) our awareness of emotions' impact in DBL-related experience;and (c) implications for educators steering DBL activities taking into account the students' feelings.

关键词： design based learning emotions case study

来源：评论

学校读者我要写书评

暂无评论

Emotion Awareness in design-based learning

Emotion Awareness in Design-Based Learning

引用

IEEE Frontiers in Education Conference (FIE)

作者： Zhang, Feiran Markopoulos, Panos Bekker, Tilde Eindhoven Univ Technol Dept Ind Design Eindhoven Netherlands

ISBN: (纸本)9781728189611

This Research Full Paper presents a case study where university students (N=13) use a paper diary called EmoForm to self-track their emotions over a ten-week-long design-based learning course. design-based learning (DBL) is a learning approach that enables students to learn through a sequence of design activities in a project-based learning or problem-based learning environment. Student's emotions are known to play an essential role in learning settings. We argue that students engaging in DBL will benefit from self-tracking of emotions. Such self-tracking will enable students to identify and control their emotions during the DBL process. The results of this study confirm that self-tracking with EmoForm enabled students' emotion awareness in DBL. In particular, our results illustrate how self-tracking with EmoForm impacted on students' DBL from three major aspects. We discuss design challenges regarding tools to support emotion awareness in DBL, and we present a summary of strategies conducive towards emotion awareness in DBL and the implications for future research.

关键词： design based learning emotion awareness self-tracking tool

来源：评论

学校读者我要写书评

暂无评论

Evaluating assessment practices in design-based learning environment 123

Evaluating assessment practices in design-based learning env...

引用

123rd ASEE Annual Conference and Exposition

作者： Chandrasekaran, Sivachandran Al-Ameri, Riyadh Ibrahim Department of Engineering Education Deakin University Australia

This investigation is focused on evaluating assessment practices in design based learning environment. The School of Engineering at Deakin University practices project/design based learning as one of its learning and teaching approach. When identifying graduate attributes particularly for undergraduate engineering programs in Australia, the program accrediting body Engineers Australia (EA) initiates a set of graduate attribute elements which was mentioned in "Stage1 competencies and elements of competency". Stage1 competencies state that one of the important engineering application ability for graduates is 'application of systematic engineering synthesis and design processes'. By practicing the design focused learning environment and evaluating students perceptions, This investigation examines students' experiences of assessment practices in their curriculum through an online survey given to the same cohort of students in third year and fourth year undergraduate engineering. © American Society for Engineering Education, 2016.

关键词： Assessment practices design based learning Students' perceptions

来源：评论

学校读者我要写书评

暂无评论

Testing a design-based learning approach to enhance elementary students’ computational thinking with experience-sampling method 21

Testing a design-based learning approach to enhance elementa...

引用

Proceedings of the 3rd World Symposium on Software Engineering

作者： Xing Li Yi Zhang Jing Huang Department of Media Technology_The School of Education Jianghan University China Department of Educational Technology_School of Educational Information Technology_Faculty of Artificial Intelligence in Education Central China Normal University China Department of Information Technology Wuhan Economic and Technological Development Zone Experimental Elementary School China

ISBN: (纸本)9781450384094

Computational Thinking (CT) is regarded as a key competency for k-12 children in the 21st century. In this project, a design-based learning (DBL) approach was proposed to improve elementary school students’ CT. This approach included programming skills learning and STEM practices with authentic real-life contexts. We assessed CT in a more accurate manner with experience-sampling methodology (ESM). A quasi-experiment study was carried out to assess how the intervention was associated with students’ self-perceived CT skills using event-based experience-sampling methodology. Forty sixth graders engaged in the curriculum units to create artifacts that solve specific real-world problems using Arduino electronic kits and Mind+ programming software. Results revealed that students’ self-perceived CT skills increased to a greater extent statistically. Using the experience sampling method, students’ self-perceived CT skills has different fluctuations in different stages of DBL, at the third phase of designing artifact, there is a significant decrease because learners are unfamiliar at the beginning of complicated cooperation in depth, which is likely to produce discourse conflicts and reduce efficiency. With the intervention of teachers, learners begin to improve greatly in the later stage. Learners have the highest CT in the iteration and improvement phases of prototype making and the final demonstration stage. In addition, collaboration plays an extremely important role in DBL, especially in the design phase. This study contributes to research in DBL teaching approach, CT instruction, its application in STEM education in particular, and how it can be used in elementary level education in general.

关键词： design based learning STEM education Computational thinking Experience-sampling method

来源：评论

学校读者我要写书评

暂无评论

Understanding learning and emotions in design-based learning: what and why crucial to be considered 20

Understanding learning and emotions in Design-Based Learning...

引用

Proceedings of the FabLearn 2020 - 9th Annual Conference on Maker Education

作者： Feiran Zhang Panos Markopoulos Peter Biekens Laure Peeters Tilde Bekker Eindhoven University of Technology Eindhoven Netherlands Fontys University of Applied Sciences Eindhoven Netherlands

ISBN: (纸本)9781450375436

There is a growing interest in, design-based learning (DBL), a constructivist learning approach where students learn through design activities. Past research has examined extensively how this theoretically motivated learning approach can be implemented in practice. Earlier empirical studies have examined the effectiveness of DBL and have surveyed the attitudes of participating students towards DBL. However, related evidence lacks detail and does not account for how different aspects of DBL support students' learning and how students experience DBL. We report a case study of a DBL course involving 110 undergraduate students working in multi-disciplinary teams engaging in technology design to support innovation. This paper contributes to the following three aspects: (a) an empirical understanding of students' perception and attitude of learning in DBL; (b) our awareness of emotions' impact in DBL-related experience; and (c) implications for educators steering DBL activities taking into account the students' feelings.

关键词： emotions case study design based learning

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：