Professional development for design-based learning in engineering education: a case study |
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| Authors: | Sonia M Gómez Puente Michiel van Eijck Wim Jochems |
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| Institution: | Eindhoven School of Education, Eindhoven University of Technology, Den Dolech 2, 5612 AZ, Postbus 513, Eindhoven 5600 MB, The Netherlands |
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| Abstract: | Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended. |
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| Keywords: | design-based learning experiential learning situated learning |
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