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1.
设计思维是当代学生应具备的适应社会发展需要的一种思维能力。如何培养学生的设计思维以及提升学生的设计能力,成为我国当前需要重点关注的重要教育问题。作为一种新的教育理念,STEAM教育在培养学生创新思维能力方面具有重要作用。首先,阐述了设计思维与STEAM教育的内涵,分析了设计思维对STEAM教育的指导作用;其次,在STEAM教育理念的基础上融入设计思维,构建符合创新教育要求的STEAM教学模式,融入设计思维的STEAM教学模式包含学习环境、课程目标、课程活动和课程评价;最后,依据该模式开发并实施了课程案例,分析了融入设计思维的STEAM课程对小学生知识学习与能力培养方面的作用。  相似文献   

2.
This article introduces playful learning as part of the decolonising project at institutes of higher learning in South Africa with specific reference to the discipline of communication design. Not only does the article interrogate the content of design education, specifically design for development, but more specifically the way that design for social innovation is taught. The article begins with a contextualisation of the decolonisation debate both locally and internationally, which is followed by a brief historical overview of formal design education. Design education’s trajectory informs the contemporary conception of design as a form of rhetoric. Design and play are then interfaced theoretically, and pragmatically through a case study to explore how deeper learning was made possible by play in a curriculum‐based project. Ultimately, the article aims to highlight the value of playful learning in design higher education to nurture alternate modes of design thinking that favour localised practice, intersubjective relationships between designers and their stakeholders and the enabling of students’ self‐realisation through real world experience.  相似文献   

3.
Design education is in need of a wider restructuring to accommodate new developments and paradigmatic shifts brought forth by the information age, all of which capitalise a move towards complexity theory, systems science and digital technologies. The intention of this article is to approach one particular aspect of this need: that is, how basic design education can be reconsidered to establish the arguably broken link between the ‘learning by doing’ tradition of a Bauhaus‐oriented basic design education with the computational and parametric logic necessitated by contemporary design technologies. The authors present the overall outlines of a basic design course as offered in Beykent University Department of Industrial Design in Istanbul, Turkey. The programme consists of a series of exercises grouped in five modules and two ‘binders’ that are structured to link the fundamental notions and operations of design thinking covered in basic design courses of the first year with the analytical and computational‐reasoning competencies that are developed mostly in the later years of design education.  相似文献   

4.
In this article, I describe and explore Design Domain, a large‐cohort course for which I am academic coordinator and which is enacted across six design programmes at the Glasgow School of Art (GSA). I unpack Design Domain’s context and intentionality as a ‘created space’, where student learners are exposed to different ways of thinking, making and doing, with an emphasis on working within discipline but pushing boundaries beyond the discipline. Next, I evaluate Design Domain as a ‘creative space’, unpacking its lineaments and evaluating its positives and challenges. Then, I set out initial reflections on the taxonomy of disciplinarities, arguing that these can be usefully reappraised when applied to a pedagogical framework like Design Domain, which blends predominantly individual learning with particular and specific points of collective commonality of purpose and action. Finally, I describe how I will go onto develop my understanding via an action research informed evaluation of a recent Design Domain project in Communication Design, where students of graphic design, photography and illustration worked together. I frame the type of critical questions I might ask of staff and student respondents in an action research informed evaluation study, and I offer a preliminary conclusion: that it is more appropriate to focus on ways of thinking than prescribing ways of doing, and that this might bring practice and process into a more adaptive theoretical framework.  相似文献   

5.
A design studio is a critical venue for design students, as they are educated to develop design thinking and other skills through studio courses. This article introduces a design studio project in which Korean and Malaysian students worked jointly for one semester to design affordable urban housing. The Korean students were interior design majors and the Malaysian students were architecture majors; thus it was thought that the students' areas of expertise were likely to differ. It was also anticipated that the students would display cultural differences in terms of housing and planning practices. The motive for starting the joint design studio was the idea that a cross‐cultural collaborative working setting could redefine students' thinking styles and stimulate students to obtain non‐routine perspectives on the design of buildings and spaces. Through observation and interviews, we explored how students tackled affordable housing problems within the context of cross‐cultural and interdisciplinary design education. Collaborative learning in a joint studio situation supplemented students' expertise, re‐orienting approaches to design and opening up a holistic approach to the design issues of affordability, sustainability and community. Overall, the practical learning in the joint studio project validated the importance of exploring alternative solutions based on varied levels of information, and input of those from different educational and cultural backgrounds. The cross‐cultural and interdisciplinary collaboration allowed for a previously unavailable enhancement of design education by encouraging students to obtain divergent thinking for innovative design ideas.  相似文献   

6.
New learning approaches are now required to meet changing needs and develop appropriate skills and capabilities, often addressed as 21st century skills. In the last decade, design thinking has gained in popularity in higher education. This article describes the design thinking approach, its principles and models, various design thinking tools and their application in pedagogy. It presents the findings of an international study evaluating the creation and implementation of a culture‐based blended‐learning course for adult learners who are developing their 21st century skills by applying innovative teaching/learning methodologies, such as case studies, webquests and design thinking tools. Two hundred and twenty‐seven learners participated in the course and responded to a questionnaire to evaluate the learning platform, the English course developed, the teaching/learning methodologies applied and the development of their 21st century skills applying innovative learning tools. The findings highlight the benefits of the design thinking approach to skills development and point to the impact of the course content and layout and certain design thinking tools applied in developing 21st century skills.  相似文献   

7.
设计是技术教育中不可忽略的关键要素之一,设计思维可为各个领域的创新工作提供策略与方法上的指导。基于此,文章首先分析了技术教育中开展基于设计思维的STEM整合课程的机遇和必要性;接着,文章以“设计”为核心理念,提出了技术教育STEM整合课程的设计理念,并以此为指导,构建了基于设计思维的技术教育STEM整合课程框架;随后,文章以“设计更好的学校”课程为例,进行了框架的实践应用;最后,文章就未来技术教育的发展提出了建议。基于设计思维的STEM整合课程将技术与数学、科学、工程进行整合,让学生基于真实的设计挑战开展实践,有助于培养学生的批判性思维、问题解决能力和创新能力。  相似文献   

8.
This paper reports on an innovative approach for teaching creativity in Design and Technology education based on the notions of authentic learning. Working with secondary schools in England and Ireland, the research team has been developing an intervention known as ‘Designing Our Tomorrow’ (DOT) which introduced students to the important principles of Inclusive Design (also known as Universal Design). Through interview and survey data, the team gained insights into students’ responses to the DOT intervention and they found that students’ creativity and empathy were enhanced following their engagement with the intervention materials.  相似文献   

9.

Design thinking has an important role in STEM education. However, there has been limited research on how students engage in various modalities throughout the design process in hands-on design tasks. To promote middle school students’ engineering literacy, it is necessary to examine the use of design modalities during design. Using a case study approach, we examine middle school students’ design stages and modalities during design activities. We also identify the patterns of design processes in the teams with different design outcomes. Drawing on theories in design thinking and embodied interaction, we proposed a framework and devised a video analysis protocol to examine students’ design stages and modalities. Middle school students attending a design workshop engaged in two design activities in teams of 3–4 people. The design sessions were video recorded and analyzed using the video analysis protocol. The teams engaged in the stages of planning, building, and testing, while employing the verbal, the visual, and the physical modalities. The teams that varied in design outcomes exhibited different patterns in the use of multiple modalities during the design stages. This study contributes to research on design thinking by proposing a framework for analyzing middle school students’ multimodal design processes and presenting data visualization methods to identify patterns in design stages and modalities. The findings suggest the necessity to examine students’ use of design modalities in the context of design stages and imply the potential benefits of using multiple modalities during design. The implications for future research and education practices are also discussed.

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10.
As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented.  相似文献   

11.
The main aim of this study was to investigate and discover whether going through the process of reflection by keeping reflective design journals (RDJ) enhances architecture students’ metacognition and whether this enhanced metacognition improves their design understandings and skills. The study was a mixed‐methods design and utilised content analysis method to identify the metacognitive actions of the participants. The study also investigated participants’ attitudes towards RDJs and their views regarding the effect of enhanced metacognition on their design understandings and skills. Twenty college students registered to an undergraduate course offered by the department of Architecture participated in the research. The findings of the study revealed that by writing in their RDJs, participants were able to progressively enhance their metacognitive skills and performed several metacognitive actions by using the four main metacognitive strategies: awareness, organisation and planning, monitoring, and evaluation. The results also disclosed that participants found RDJ keeping exceptionally effective and stated that their enhanced metacognition improved their design understanding and abilities.  相似文献   

12.
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13.
中小学机器人课程作为一门典型的工程教育类课程备受关注,如何在机器人教育中培养学生的工程设计思维和问题解决能力值得研究者思考。通过纠错任务解决机器人产品中的问题,能够促进学生理解机器人内部组成结构及功能,培养问题解决能力,获取更深层的学习体验。结合已有研究,文章尝试将纠错复原型教学模式应用于中小学机器人教育,通过感知与操作、拆分与分析、识别与诊断、测试与总结等步骤引导学生发现问题、思考问题并解决问题,旨在为机器人教育提供实践参考。  相似文献   

14.
Collaborative learning has been gaining momentum as a promising pedagogy in higher education. Research on student collaboration is increasing. However, one arena is often overlooked—faculty collaboration. In this article, a cross‐institutional faculty collaboration is presented. The context is faculty collaboration on the design of an undergraduate engineering course. Specifically, this paper examines design issues encountered in the faculty collaborations associated with developing, delivering, and redesigning a senior‐level engineering design course that was taught simultaneously at two universities. This course was taught in state‐of‐the‐art distance learning classrooms. Both within class and outside class, participating students and faculty made use of a Web‐based environment that supported a variety of synchronous and asynchronous interactions. The course itself focused on team design projects and provided instruction on the engineering design process, in various specific skills needed for the students’ projects, and on how to function effectively as part of a geographically distributed engineering design team. The participating faculty members represented different backgrounds, academic disciplines, and academic cultures. Issues related to collaborations on development, delivery, and redesign are elaborated. Based on the lessons learned, suggestions for future cross‐institutional faculty collaboration in course development are provided.  相似文献   

15.
For the past few years, creativity has gradually become an important element in the national cultivation of talent in Taiwan. Although traditionally art education is closely linked with creativity, the academic research on general art education is very insufficient. Therefore, the goal of this research is to investigate how creativity could be cultivated in curriculum planning for general art education at technology universities as well as what students’ learning process was when they participated in a course's creative activity. The research applied the theory and steps of creative problem‐solving (CPS) on a general art course to design a group practical activity combining with the local community. This involved converting the steps of creative problem‐solving into different stages of group design activities with the goal of constructing a design process equivalent to the process of problem‐solving. The main research results revealed that students could experience the problem‐solving process through group design activities and develop their divergent and convergent thinking at the same time. Moreover, the cooperative learning model is the most appropriate teaching strategy for students from non‐art‐related departments when cultivating their creativity.  相似文献   

16.
New and flexible educational paradigms, based on creative, innovative and open‐minded competences, are required in the development of curricula in design, working as an essential skill toolkit for future designers, particularly in higher education. This study aims to explore how learning outcomes, usually expressed by the knowledge, skills, abilities, attitudes and competences expected to be achieved by students as a result of an educational experience, are defined and formulated in design study programmes in Portugal. The investigation relies on the linguistic analysis of a corpus composed of a collection of learning outcomes extracted from the Portuguese undergraduate and post‐graduate study programmes in design. The analysis was performed through the application of natural language tools and resources to that corpus. Specifically, we used computational lexicons and grammars to gather information on word frequency, lexical density, syntactic distribution and the morphology used in texts. Additional discourse dimensions, such as the length of sentences, the frequency of specific linguistic patterns, and the presence of subjective items, like evaluative adjectives, were also considered. Results suggest that Portuguese design and art higher education institutions are committed to follow the learning outcomes recommendations, trying to identify measurable ‘design’ skills. Moreover, the results show that, despite of being confined to 1,000 characters, learning outcomes are expressed differently, both in terms of lexicon and grammar, depending on the study cycles, fostering the idea that skills and competences required become more complex as the level of qualification increases.  相似文献   

17.
This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors’ and students’ interviews, and document analysis of course outlines, two major principles, consolidation and extension, differentiating the design of the three courses, are identified. The consolidation principle emphasises designing different types of activities for students to think again, so that their knowledge can be consolidated. The extension principle emphasises the extension of the space of learning and catering the diverse needs of students. There are also design principles commonly found, with the emphases on student autonomy, interaction and feedback, and the awareness of student diversity. The findings contribute to the design of blended learning, especially on how the face-to-face and online components can be combined.  相似文献   

18.
The level of student preparedness for university‐level study has been widely debated. Effective study skills modules have been linked to supporting students’ academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first‐year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students’ and tutors’ views diverge provide insights into the perceptions of academic tasks and associated competencies for higher education and the delivery of study skills in practice for computing students.  相似文献   

19.
There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators’ thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of ‘assessment decisions’ and ‘assessment design phases’, as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students.  相似文献   

20.
Many educational researchers have investigated how best to support conceptual learning in science education. In this study, the aim was to design learning materials using Physlets, small computer simulations, and to evaluate the effectiveness of these materials in supporting conceptual learning in secondary school physics. Students were taught in two different physics courses (conditions): one group of students (n = 40) was taught using Physlet-based learning materials, and the other (n = 40) was taught using expository instruction. To evaluate the designed materials, we assessed students’ thinking skills in relation to physics after the course and analyzed the results using an independent t test, multiple regression analyses, and one-way analysis of covariance. The results showed better thinking skills among students in the experimental group and supported a clear relationship between the physics course using Physlet-based materials and this improvement (p < 0.05). These results indicate that properly designed Physlet-based materials can effectively support conceptual learning.  相似文献   

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